期刊名称：Journal of Emerging Trends in Educational Research and Policy Studies
电子版ISSN：2141-6990
出版年度：2018
卷号：9
期号：2
页码：45-55
出版社：Scholarlink Resource Centre
摘要：The purpose of this study was to explain the influence of financial incentive on the performance of learners at rural schools, as this performance relates to the motivation of teachers. A literature study and an empirical investigation were conducted. An interpretivism research paradigm informed the methodology of the empirical study. A mixed-methods research approach, which relied on a qualitative research design, included a research sample of 28 teachers, 5 school principals and 2 education officials. Data were collected through document analysis and interviews with participants. Key findings revealed that financial incentive has contributed little to the performance of learners in rural schools. The fact that rural schools were not properly categorised according to environmental challenges resulted in teachers not receiving realistic financial incentive. Teachers were therefore not motivated by financial incentive only, but by other factors relating to being tuned to nature in rural areas, being exposed to lower living costs and enjoying accommodating school leadership and community care. The study concluded that the implementation of financial incentive did not optimally served its purpose of motivating teachers to locate to rural schools and subsequently improving learner performance. The study was significant in uncovering the fact that financial incentive did not make potential impact on teacher motivation and learner performance in rural Namibian schools, thus prompting relevant interventions by education planners.A revisiting of the implementation of financial incentive is recommended in order to negate shortcomings and enhance the potential impact of financial incentive to contribute to improved learner performance as steered by motivated teachers.
