Reward System and Professional Development as Motivational Tools for Improving Teachers’ Job Performance in Senior Secondary Schools of Sokoto State

Abstract

This study investigated the role of reward system, professional development in improving teachers’ job performance in senior secondary schools in Sokoto State, Nigeria. A descriptive survey research design was adopted for the study. The population comprised 3,331 teachers from 164 senior secondary schools across six educational zones in the state. Using stratified and proportionate sampling techniques, a sample of 321 teachers was selected. Data were collected through a structured questionnaire based on a four-point Likert scale. The instrument was validated by experts, while its reliability was established using Cronbach’s Alpha with a coefficient of 0.80. Data collected were analyzed using descriptive statistics including frequency counts, percentages, mean scores, and standard deviation. The findings revealed that reward systems positively influenced teachers’ job performance by enhancing commitment, punctuality, and effectiveness in instructional delivery. Professional development programmes such as workshops, seminars, and in-service training significantly enhanced teachers’ skills, competence, and classroom management. The study recommended that, School administrators should establish an open, checklist-based reward system where the criteria for recognition (such as punctuality, lesson preparation, or teaching effectiveness) are clearly written and shared with all staff to eliminate favoritism and ensure fairness. Schools should introduce a peer to peer “step down” training model, where any teacher who attends an external seminar or workshop is given a scheduled time to train and share those new teaching skills with fellow colleagues during staff meetings.