REWARD MANAGEMENT STRATEGIES ADOPTED BY PRINCIPALS FOR IMPROVING TEACHERS’ JOB PERFORMANCE IN ANAMBRA STATE

Abstract

This study investigated reward management strategies adopted by principals for improving teachers’ job performance in Anambra State. The study was guided by three research questions. The study adopted descriptive survey research design. The population of the study was 12083 teachers in 267 public secondary schools in Anambra State. The sample size for the study was 604 teachers. Proportionate sampling technique was used to select 5% of the population of the teachers. The instrument for data collection was a self-structured questionnaire. The reliability of the study gave an average reliability score of 0.83, indicating the instrument's reliability for the study. The data collected were analyzed using mean and standard deviation. Any mean score of 2.50 and above is “Agree” whereas mean scores of below 2.50 is “Disagree”. The findings of the study revealed that financial rewards such as salary increases, bonuses, overtime compensation, training support, and enhanced pensions improve teachers' performance in Anambra State. Non-financial rewards include workshops, flexible hours, promotions, classroom autonomy, feedback, and recognition. Professional development strategies include mentorship, collaborative groups, conferences, online programs, and classroom management training.