Staff rewards and service delivery in selected government aided secondary schools in Kabarole district, Uganda.

Abstract

The study focused on examining the effect of staff rewards on service delivery in government aided secondary schools in Kabarole district. The study was guided by three objectives namely: to establish the different types of staff rewards used in government aided secondary schools, to examine the effect of staff rewards on service delivery in selected government aided secondary schools and to identify school limitations in providing staff rewards and strategies to address them in Government aided secondary schools in Kabarole district, Uganda. The study adopted a descriptive research design with a mixed-methods approach that integrates aspects of both appoaches of quantitative and qualitative. A total of 109 respondents who were selected either purposively or by simple random sampling techniques participated in data collection. The questionnaire and interview methods were used with the questionnaire and interview guide instruments. Descriptive and inferential statistics were used to analyze data and findings presented in tables and figures. Findings indicated that the non-financial rewards of staff development opportunities, experiential rewards, recognition and awards; public acknowledgment and staff promotions were the most common rewards available in government aided secondary schools in Kabarole district; and that there was a positive and significant effect of staff rewards on service delivery in these schools indicated by a positive Beta coefficient of (B=0.542) with a P-value below 0.05 level of significance (P-value=0.000). The ANOVA findings show that the model fits very well the data on staff rewards and service delivery, thus indicates that staff rewards offered by the schools does statistically and significantly predict service delivery by teachers in government aided secondary schools of Kabarole district (F=54.036, P-value