FINANCIAL AND NON-FINANCIAL REWARDS AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

Autori

  • Charles Njeru Muchiri PhD Student, University of Nairobi, Kenya
  • Ursulla A. Okoth Associate Professor, Department of Educational Administration and Planning, University of Nairobi, Kenya
  • Jeremiah M. Kalai Professor, Chair of Department Department of Educational Management, Policy, and Curriculum Studies, University of Nairobi, Kenya

DOI:

https://doi.org/10.46827/ejes.v12i11.6358

Parole chiave:

financial rewards, non-financial rewards, teachers, job commitment, secondary schools, Kiambu County

Abstract

The study expounds on the influence of financial and non-financial rewards on teachers’ job commitment in public secondary schools in Kenya. While financial incentives such as competitive salaries, allowances, and bonuses are often emphasized in educational management, literature review suggests that non-financial rewards in the form of recognition, professional development, and supportive leadership also play an equally critical role in shaping teacher motivation and institutional loyalty. The expectancy theory, proposed by Victor Vroom in 1964, explains how individuals make choices based on expected outcomes, emphasizing that motivation depends on the belief that effort will lead to desired performance and rewards. Guided by a descriptive survey design and rooted in the positivist paradigm, this study sampled 73 principals and 367 teachers across 73 secondary schools using stratified and simple random sampling techniques. Quantitative data were analyzed using chi-square tests and multiple linear regression to determine the relationship between reward types and job commitment. The findings reveal a statistically significant positive relationship between financial rewards and teachers’ job commitment (p<0.015). Moreover, non-financial incentives, including recognition for extra work, exposure through professional networking events, and communal celebrations, were also positively correlated with increased affective commitment among teachers. Despite government policy frameworks aimed at enhancing teacher motivation, a large proportion of educators reported dissatisfaction with current reward systems, particularly in high-pressure counties like Kiambu. These findings underscore the importance of a holistic approach to teacher motivation, integrating both financial and non-financial rewards. The study recommends that school leadership prioritize equitable reward systems that foster both extrinsic and intrinsic motivation among teachers to improve commitment and ultimately, learning outcomes.

 

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Biografie autore

  • Charles Njeru Muchiri, PhD Student, University of Nairobi, Kenya

    Muchiri, Charles Njeruis a PhD student at the University of Nairobi. He has B.Ed (Science) from Kenyatta University and M.Ed from University of Nairobi. He is currently a senior county education officer, serving as Sub-county director of Education Igembe South, Meru County, Kenya. He has served in different positions of leadership and management in secondary and tertiary colleges in Kenya.

  • Ursulla A. Okoth, Associate Professor, Department of Educational Administration and Planning, University of Nairobi, Kenya

    Prof. Ursulla Achieng Okoth is an Associate Professor in the Department of Educational Administration and Planning at the University of Nairobi, Kenya. She holds a PhD in Educational Administration from the Catholic University of Eastern Africa, an M.Ed in Educational Administration, and a B.Ed (Science) from the University of Nairobi. Her research focuses on educational leadership, instructional supervision, school discipline, curriculum change, and digital transformation in higher education. She has co-authored several studies with Prof. Jeremiah M. Kalai, including research on student participation in school decision-making and discipline management. Prof. Okoth maintains academic profiles on ResearchGate and Google Scholar, and her institutional profile is available on the University of Nairobi website.

  • Jeremiah M. Kalai, Professor, Chair of Department Department of Educational Management, Policy, and Curriculum Studies, University of Nairobi, Kenya

    Prof. Jeremiah M. Kalai is a Professor in the Department of Educational Management, Policy, and Curriculum Studies at the University of Nairobi, where he has also served as Chair of Department. He earned his PhD in Educational Administration and Evaluation from the University of Pune, India, and holds additional postgraduate qualifications in Human Resource Management, Counselling, and Educational Planning. His research interests include educational leadership, teacher motivation, student discipline, and the quality and expansion of university education in Kenya. Prof. Kalai has collaborated extensively with Prof. Okoth on education management studies and has supervised numerous postgraduate students. His academic profiles can be found on Google Scholar and ResearchGate, with further details available through the University of Nairobi’s education portal.

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Pubblicato

2025-11-03

Fascicolo

V. 12 N. 11 (2025)

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