ABSTRACT
This study is about remuneration and its impact on the performance of teachers in private secondary schools in Eastern Division in Tororo, District. Poor academic performance of students in Uganda has been linked to negative attitude to work and poor teaching habits which have been attributed to poor motivation (Ofoegbu, 2004 and Olatundun, 2007, Lockhead and Dkomenan, 1988) The main objective of this study was to assess the impact of remuneration on the performance of teachers in private secondary schools in Tororo District while the specific objective were: to the reasons why teachers demand for remuneration in private secondary schools, to identify ways through which teachers are rewarded for their performance and to establish the impact of remuneration on the performance of teachers in schools. The study was based mainly on primary data in form of questionnaires and interviews of the selected literature. The study employed both qualitative and quantitative techniques of data collection and data was analyzed using descriptive and correlation statistics with Pearson correlation Coefficient and Regression analysis. The study engaged respondents of which the majority were men, and also majority of them were degree holders according to their educational levels. It was established that, the nature of working conditions reflects the teacher’s behaviors as well as performance at work place and concluded that the unfavorable leads to teachers demand for remuneration, the most commonly used types of performance based rewards were promotion and salary increment for better performance by teachers. Remuneration affects the p3erformance of teachers in different ways and it was realized that remuneration motivates teachers and increases their performance, improves teacher’s productivity and efficiency. Due to inconsistencies in the reward systems in the private secondary schools, this study recommends that remuneration should be put in consideration afier affair and accurate evaluation of its impacts on the beneficiary. Furthermore, the level of remuneration I schools should be based on the essence of ensuring that teachers are looked at as the prime components in the success of any school academically and administratively. Administrators should also be trained and sensitized about what motivates teachers.