Reward systems and performance of teachers in senior high schools in the Asuogyaman district

Abstract

Reward is said to motivate employees to excel at high performance in their various roles and responsibilities (Sparrow, 1999). This study was undertaken to determine the extent to which reward systems of the Ghana Education Service (GES) influence work performance of Senior High School teachers. Out of a population of 191, a sample size of 90 respondents, representing 47 percent of the entire population was drawn for the study. This sample comprises 56 males and 34 females with exactly 76.7 percent of them below 40 years. The findings revealed that reward systems of Ghana Education Service are not effective to influence high performance among Senior High School teachers. They indicated great dissatisfaction with reward items such as salaries, promotions, allowances, pension plans and general incentives among others. The study concludes that there is general job dissatisfaction among Senior High School teachers in the Asuogyaman District. Consequently, majority of the teachers are likely to quit teaching for any perceived more lucrative jobs at the least opportunity. It is recommended that GES takes steps to institute more effective reward systems for its teachers. There should also be an improvement upon the already existing reward factors such as salaries and other conditions of service for Senior High School teachers in the district. Again, there should be stiffer attitudinal regulatory measures to guide the performance of teachers.