This article examines how reward systems affect the performance of primary school teachers in Ghana, focusing on both financial and non-financial incentives. The quality of education is directly tied to teacher quality, yet few African nations have the financial resources to offer incentive packages that keep teachers satisfied. This study addresses an urgent need for evidence-informed strategies to recruit and retain teachers. A concurrent explanatory mixed-methods design was used, with three hundred and sixty-seven (367) teachers selected from public and private schools. Questionnaires were administered, and the data were analyzed using Structural Equation Modeling (SEM) in SmartPLS 3, supplemented by SPSS statistical tests. Convenience sampling was used to select participants. The results indicate that both financial (e.g., bonuses or merit pay) and non-financial (e.g., recognition and professional development opportunities) rewards are statistically associated with teacher motivation, a key predictor of teacher performance. Although private schools offered a wider variety of rewards, the public-school sector struggled to overcome resource constraints and bureaucratic barriers that would have ensured incentives had a greater impact on change. To address these issues, we believe that the legislator and the school director should establish a comprehensive reward package and system, adjust management fees and the non-reward system, remove administrative barriers, ensure fairness, and implement a differentiated reward system. This study provides empirical evidence from Africa that a locally adapted incentive system can effectively stimulate teacher motivation and improve learning outcomes.
Nyarko et al. (Fri,) studied this question.