Contribution of Recognition by Heads of Schools on Teachers’ Job Performance in Public Secondary Schools in Hai District, Tanzania
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This study aimed to investigate the contribution of recognition by heads of schools as a form of extrinsic motivation on teachers’ job performance in public secondary schools in Hai District, Tanzania.The study anchored on the Behaviorism Theory. The study employed a convergent design under a mixed-methods research approach. The target population comprises of 30 public secondary schools, 30 heads of schools, 803 teachers, and 1 DSEO. Sampling techniques employed in this study includes: simple random, total population, stratified random techniques to select 9 public secondary schools, 9 heads of schools, 104 teachers, and 1 DSEO. Quantitative data was collected through questionnaires, while qualitative data collected through interviews guide. The study validity was ensured by MWECAU research experts in the field of educational planning and administration. Pilot study was conducted in two public secondary schools. The reliability of the Likert-type questionnaires was established using Cronbach's Alpha coefficient, with values of .726 for teachers. The trustworthiness of the interview guide was ensured through peer debriefing and triangulation techniques to confirm the findings' credibility. Data analysis was performed with the aid of Statistical Package for Social Sciences (SPSS) version 27. Descriptive data were analyzed using means, frequencies, and percentages, while qualitative data were analyzed using thematic analysis following the seven stages outlined by Creswell and Creswell (2023). Ethical considerations included obtaining a research permit, informed consent, and ensuring anonymity and confidentiality during the study. Findings indicate that recognition by school heads through verbal praise, certificates, public appreciation, and leadership roles boost teachers’ job performance. The study concluded that recognition given by heads of schools effectively enhances teachers’ job performance in public secondary schools. The study recommended that, school heads should consistently acknowledge teachers' contributions through verbal praise, certificates and leadership opportunities.
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