University of Ghana http://ugspace.ug.edu.gh
UNIVERSITY OF GHANA
UNDERSTANDING THE EXTENT TO WHICH TEACHERS RECOGNIZE OTHER 
FORMS OF REWARDS APART FROM MONEY
BY
NANA ABOKOMA SAMPSON
(10284939)
A LONG ESSAY SUBMITTED TO THE UNIVERSITY OF GHANA BUSINESS 
SCHOOL IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE 
WARD OF MASTER OF ARTS IN MANAGEMENT AND ADMINISTRATION
JULY, 2019
i
University of Ghana http://ugspace.ug.edu.gh
DECLARATION
I do hereby declare that this work is the result of my own research and has not been presented
by anyone for any academic award in this university or other university. All references used 
in the work have been fully acknowledged.
………………………………                                                               ………………………..
NANA ABOKOMA SAMPSON                                                          DATE
(10284939)
ii
University of Ghana http://ugspace.ug.edu.gh
CERTIFICATION
I hereby certify that this thesis was supervised in accordance with the procedure laid down by 
the university.
……………………………………. ………………………..
DR. MOHAMMED-AMINU SANDA                                              DATE
(SUPERVISOR)
iii
University of Ghana http://ugspace.ug.edu.gh
ACKNOWLEDGEMENT
I thank the Almighty God for his guidance throughout my studies and for enabling me 
embrace the joy that this certification brings. My success would not have been achieved 
without the great support and positive criticism by my supervisor Dr. Mohammed-Aminu
Sanda                                              .
I would like to thank my mum Mrs. Emelina Sampson and my siblings (Maame fosua,Nana 
Amankwa ,Kweku Sampson) for your encouragement and support throughout this course. I 
am also grateful to Queens International fraternity for the time taken to provide information 
required in carrying out the research.
iv
University of Ghana http://ugspace.ug.edu.gh
DEDICATION
I dedicate this work to NATHAN NUNYA KUDOWOR my fiancé and his mum MRS 
VERONICA AIDAM.
v
University of Ghana http://ugspace.ug.edu.gh
TABLE OF CONTENTS
DECLARATION .......................................................................................................................ii
CERTIFICATION ................................................................................................................... iii
ACKNOWLEDGEMENT ........................................................................................................iv
DEDICATION...........................................................................................................................v
ABSTRACT...............................................................................................................................x
CHAPTER ONE ........................................................................................................................1
INTRODUCTION .....................................................................................................................1
1.1 Background of Study...................................................................................................1
1.1.1 Organisation profile ..................................................................................................1
1.1.2 Profile of my department ..........................................................................................3
1.2 Research problem.............................................................................................................5
1.3 Research Purpose .............................................................................................................6
1.4 Research Question ...........................................................................................................6
1.5 Research Objective ..........................................................................................................6
CHAPTER TWO .......................................................................................................................7
LITERATURE REVIEW ..........................................................................................................7
CHAPTER THREE .................................................................................................................12
METHODOLOGY ..................................................................................................................12
3.1 Method for Data Collection ...........................................................................................12
3.2 Method for Data Analysis..............................................................................................12
CHAPTER FOUR....................................................................................................................14
RESULTS ANALYSIS AND DISCUSSION .........................................................................14
4.1 Analysis of Respondents’ Demography.........................................................................14
vi
University of Ghana http://ugspace.ug.edu.gh
4.1.1 Analysis of respondents’ gender .............................................................................14
4.1.2. Analysis of respondents’ number of years in organization....................................15
4.2. Analysis of The Extent to Which Teachers Recognize Other Forms of Rewards Aside 
Money. .................................................................................................................................16
4.2.1. Analysis of respondents’ perception of Other Forms of Rewards Aside Money. ..16
4.2.2 Analysis of the respondents’ perception of money as an encouragement to improve 
and maintain standards of excellence..............................................................................17
4.2.3 Analysis of the respondents’ perception of paying everyone the same amount, 
promotes mediocrity.........................................................................................................19
4.2.4 Analysis of the respondents’ perception of monetary incentives motivating 
excellence. ........................................................................................................................20
4.2.5 Analysis of the respondents’ perception that monetary rewards retain teachers in 
school. ..............................................................................................................................22
4.2.6 Analysis of the respondents’ perception that monetary rewards create negative 
competition and morale problems at work. .....................................................................24
CHAPTER FIVE .....................................................................................................................26
SUMMARY, CONCLUSION AND RECOMMENDATION................................................26
5.1. Summary of Findings ................................................................................................26
5.2 Conclusion .....................................................................................................................26
5.3. Recommendations.........................................................................................................27
REFERENCES ........................................................................................................................28
APPENDIX I ...........................................................................................................................29
vii
University of Ghana http://ugspace.ug.edu.gh
LIST OF TABLES
Table 4.1: Distribution of respondents’ gender .......................................................................14
Table 4.2: Distribution of number of years’ respondents worked in organization ..................15
Table 4.3: Distribution of respondents’ perception of superior performance                          
equal to extra pay. ....................................................................................................................16
Table 4.4: Distribution of respondents’ perceptions of money asan encouragement to improve 
and maintain standards of excellence. .....................................................................................18
Table 4.5: Distribution of respondents’ perception of paying everyone the same amount, 
promotes mediocrity. ...............................................................................................................19
Table 4.6: Distribution of respondents’ perception of monetary incentives motivating 
excellence.................................................................................................................................21
Table 4.7: Distribution of respondents’ perception that monetary rewards retain teachers in 
school. ......................................................................................................................................22
Table 4.8: Distribution of respondents’ perception that monetary rewards creating negative 
competition and morale problems at work...............................................................................24
viii
University of Ghana http://ugspace.ug.edu.gh
LIST OF FIGURES
Figure 4.1: Distribution of respondents ‘gender ......................................................................14
Figure 4.2: Distribution of number of years’ respondents worked in organization.................15
Figure 4.3:Distribution of respondents’ superior performance equal to extra pay ..................17
Figure 4.4: Distribution of respondents’ perception of money as an encouragement to 
improve and maintain standards of excellence ........................................................................18
Figure 4.5: Distribution of respondents’ perception of paying everyone the same amount 
promotes mediocrity. ...............................................................................................................20
Figure 4.6: Distribution of respondents’ perception of monetary incentives motivating 
excellence.................................................................................................................................21
Figure 4.7: Distribution of respondents’ perception that monetary rewards retain teachers in 
school. ......................................................................................................................................23
Figure 4.8: Distribution of respondents’ perception of that monetary rewards creating 
negative competition and morale problems at work. ...............................................................24
ix
University of Ghana http://ugspace.ug.edu.gh
ABSTRACT
The research purpose is to know whether teachers recognize other forms of rewards 
apart from money.
Guided by Literature only on understanding the extent to which teachers recognize other 
forms of rewards aside money.
Data was collected from Fifteen (15) teachers of Queens International using self-administered 
questionnaires, based on descriptive analyses it was found that teachers in the school hold the 
perception that paying everyone the same amount promotes mediocrity .It is also found that 
teachers in the school hold the perception that monetary rewards create negative completion 
and morale problems at work.
Based on the analysis and findings, it is concluded that teachers of the school do not 
recognize others forms of rewards as much as they recognize money, this is evident in their 
opinions: being motivated, retained in school, encouraged by monetary rewards.
It is recommended that difference in salary should be based on certain outlined elements and 
should be communicated to staff.
x
University of Ghana http://ugspace.ug.edu.gh
CHAPTER ONE
INTRODUCTION
1.1 Background of Study 
1.1.1 Organisation profile
I would like to tell you a little about my work, I work in a Private basic School as a School
Administrator. QUEENS INTERNATIONAL SCHOOL, it is an international school, which
runs a GES curriculum. It’s located in East Legon. Queen’s started in 1999 and holds a high 
standard of education with its superior educational attributes and relevant integrated 
activities. Over the last years, it has strived to achieve excellence despite its humble 
beginning. With hybrid programs, they provide more than reading, writing and arithmetic as 
education. At the heart of Queen’s ethos is Respect for staff and all others in our actions and 
words.
VISION
The Vision of Queens is to raise leaders with self-belief and strength and the ability to face 
challenges confidently. 
MISSION
The Mission is also to provide each student a desired Education in a safe and supportive 
environment, which provide self-discipline, motivation and learning. Also, assist students in 
developing skills to become confident, independent and self-sufficient adults who will 
succeed and contribute responsibly in a global community with deep cultural relevance.
MOTO
Our moto is ‘Inspiring Excellence’. We also have wonderful school colors, green, and amber, 
cream: The color cream, which stands for greatness, serves as a sense of history. A history
1
University of Ghana http://ugspace.ug.edu.gh
that will serve as a springboard for greater work. The color amber or orange is the color of
adventure and social communication. This helps inspire confidence and better self-esteem.
The School holds various exciting curriculum such as chess: this is done once a week, the
children take part in yearly tournaments, which gives them the opportunity to travel to Russia
and other Africa countries, and there they get to meet children from different occupations.
Another is in music (ABRSM) this is a British curriculum, which allows the students to learn
how to play the violin and the Piano. Swimming is also done once a week for two hours, right
from preschool to Junior High School. The UN model program is also one insightful program
that helps the children learn more about their country their responsibilities as citizens. They
are also thought public speaking in this model. Queens also have cultural dance.
There are other interesting facilities we have as well:
∑ Sporting events held at Lizzy Sports complex.
∑ BDT practical activities at the Y.M.C.A.
∑ A well-stocked library.
∑ A modern I.C.T Centre with internet facilities.
Queens international School has a small population of Students; this is to help in the in good
student to teacher ratio. The school calendar has the usual three terms but a slight change in
the second term, the second term is the project term, there is no end of term examination in
this project term, rather the children work on projects. This motivates them to unleash their
creative minds, an exhibition is done at the end of the term, parents are invited to have a look
at the creative products done by their children, marks are awarded for this. The good thing
about the project term this gives the children a good opportunity to show the practical side of
some of the lessons taught in class. The school is also multi-cultural, they accept various
tribes, colors nations. The Director the School is in the person of Rose Gomez.
2
University of Ghana http://ugspace.ug.edu.gh
1.1.2 Profile of my department
I work, as the administrator of Queens international School, being quite a small school, the 
administrative team is small: a six-member team, the director of the school inclusive, we have 
other staff such as the cooks, driver, and cleaner. I would like to outline my responsibilities.
Generally, I am responsible for organizing, planning and managing a well-structured, 
disciplined routine to manage the school smoothly. I report to the director of the school.
First, I help to build an encouraging, comfortable environment, which leads to high quality 
standards; I also undertake any associated administrative duties related to the education and 
wellbeing of students, liaising officially with the parents of the students. 
Secondly, I manage all staff by recruiting, selecting, orienting, and training employees; 
maintaining a safe and secure work environment; developing personal growth opportunities, I 
also help staff accomplish their results by communicating job expectations; planning, 
monitoring, and appraising job results; coaching, counselling, and disciplining employees;
initiating, coordinating, and enforcing systems, policies, and procedures.
I also coordinate the Provision of supplies by identifying needs for reception, classroom, and 
kitchen; establishing policies, procedures, and work schedules. I do this in various ways; one 
is through purchasing of printed materials and forms. Obtaining requirements; negotiating 
price, quality, and delivery; approving invoices monitoring costs and expenses to assist in 
budget preparation, etc.
I Complete special projects as well by organizing and coordinating information and 
requirements, data; planning, arranging, and meeting schedules. I also monitor the results. 
One recent one is the upgrade of the school data software, which is helping the provision of 
historical reference through the development and utilization of the filing and retrieval 
systems.
3
University of Ghana http://ugspace.ug.edu.gh
As the administrator, I monitor customer satisfaction and continually seek ways of improving 
the service for which the post is responsible, this is one of the difficult aspects, because
parents always have grievances and concerns they would like to discuss, being a small 
school, most parents have easy access to administration in order to air their views. I also 
ensure Health and Safety regulations is adhered to and provide a safe working environment. 
Having extra activities such as swimming, the safety of the children is taken seriously. There 
are certain day-to-day routines that i coordinate as well, Morning assembly, teachers on duty, 
First Aid, punctuality.
Externally I have also built a community, liaising with other Departments (GES / MOE) and 
agencies. Developing and maintaining partnerships with parents, children and young people. 
Through this, I am learning how to set high standards of professionalism through continually 
seeking ways of improving the school service.
With all these responsibilities, I have forcefully inculcated certain attributes; I have learnt to 
Judge wisely and decide appropriately: defining problems clearly and taking a positive 
solution-focused approach to resolutions. I have learnt to know how and when to make 
decisions and use evidence and information to support and inform judgments.
In addition, I have learnt to communicate effectively: relating well to children and young 
people. I am to have an effective communication within the school and the wider community. 
Being able to build effective relationships. I listen well now, give feedback and I am be able 
to shape effective organizational communication.
Applying knowledge and critical understanding has also become one of the interesting things 
I do in school, having very smart and critical children around me who always want to 
outsmart teachers.
4
University of Ghana http://ugspace.ug.edu.gh
Regularly reviewing practices and implementing change in leadership and management 
approaches. Having the ability to self-manage effectively. Being be able to display 
confidence and courage in the way they deal with criticism and conflict, and work to create a 
positive atmosphere.
1.2 Research problem
As much as the Queens international School has been the wonderful parts and great expertise, 
there are things I do not enjoy about the school, being the administrator. I would like to 
discuss them.
First, rules, regulations, policies that are set do not work on their own, the structures for 
penalizing wrong doings do not stand on their own. Someone decides it. The human factor in 
regulating policies and controlling rules always have a way of causing biases, and increasing 
errors.
In addition, teachers do not recognize other forms of rewards apart from money, a thank you, 
a praise, a gift or voucher, more responsibilities. Not all other forms of rewards for hard and 
good work is accepted much. Even if they are, it is to some extent.
Thirdly, teachers keep repeating wrongdoings; this affects the school badly, because they are 
not penalized in a way that affects them greatly, after reprimands they happen again.
Some employees also do not adhere to the conditions of service, which they signed up for. An 
example is getting to school at 7am which is the time stated in the conditions of 
service.Another thing is, new ideas brought up by the by administration are frowned upon by 
employees as long as it does not favor them. The ideas frowned upon is not relayed to the 
director, employees just play along but do not do the new tasks much. Teachers are not ready 
to be responsible for the entire training and grooming of the children in their class. There are 
5
University of Ghana http://ugspace.ug.edu.gh
Grapevines in the organization, in order to voice their grievances. This leads to behavioral 
changes, non-compliance moods and the likes.
Lastly, there are structured communication lines but they are not used much during work, the 
right people are not well informed, others are sometimes left to assume the implications of 
the actions to other. This slows down work, increases mistakes and lastly brings up many 
grievances.
1.3 Research Purpose
The research purpose is to know whether teachers recognize other forms of rewards apart 
from money.
1.4 Research Question
The research Question is to what extent do teachers recognize other forms rewards apart from 
money?
1.5 Research Objective
The research objective is to understand why teachers do not fully recognize others forms of 
rewards apart from money.
1.6 Significance of Research
The learning will enable management recognize the importance of rewards and how it retains 
efficient teachers in the School.
6
University of Ghana http://ugspace.ug.edu.gh
CHAPTER TWO
LITERATURE REVIEW
2.1. Understanding the Extent to Which Teachers Recognize other Forms of Rewards 
Aside Money
According to Douglas (2012), monetary awards are just that...money. Some people 
are motivated by money or would simply prefer to be rewarded with a cash bonus for a job 
well done. In education, according to Douglas (2012), there is an ongoing debate about 
whether bonuses are the best way to reward high-performing educators. According to 
Douglas (2012), money may not be the answer for rewarding all educators It should be 
considered as part of the discussion around strategies for how best to recruit, develop, reward, 
and retain highly effective staff.
According to Douglas (2012), non-monetary awards may include the following:
∑ Restaurant coupons
∑ Relocation costs
∑ Movie tickets
∑ Recognition of birthdays
∑ Free lunches, snacks, or beverages
∑ Gym membership, trainers, spa services
∑ Healthcare benefits
∑ Additional life insurance.
∑ Daycare
For example, while some businesses offer employees the ability to 'earn' additional days off, 
most districts need teachers to be with students as much as possible. There are still many 
creative programs that can be explored (Douglas, 2012).
7
University of Ghana http://ugspace.ug.edu.gh
According to Douglas (2012), some education leaders are under the impression that non-
monetary or indirect compensation awards are cheaper or, at times, free. This is not always 
the case (Douglas, 2012). While they are called non-monetary awards because no "cash" 
exchanges hands, they are likely to still cost the district something, from the price of 
managing the program to the actual delivery of awards to employees (Douglas, 2012). On the 
surface, merit pay or a performance-based compensation system seems to be part of a simple, 
if controversial, issue (Douglas, 2012). Teachers, advocates reason, perform an essential 
service to society; they should be paid what they are worth, and superior performance should 
be rewarded with extra pay. According to Douglas (2012), despite its simple theoretical and 
logical appeal, the "pay for performance" issue is quite complex. In practice, performance-
based pay plans have been defined and implemented in numerous ways. According to 
Douglas (2012), the tasks involved in the development and administration of such 
compensation systems are complicated, and over simplification of them has frequently led to 
problems resulting in the failure to adopt proposals or to discontinue plans in effect. 
According to Douglas (2012), proponents of performance-based pay view money as an 
incentive that encourages teachers to improve performance or maintain standards of 
excellence in teaching. They feel that single-salary schedules, by paying everyone the same 
amount, promote mediocrity. By rewarding teaching performance, advocates feel that the 
teaching profession will become competitive with other professions in the quest for 
competence and talent (Douglas, 2012). Critics argue that performance-based pay is more 
likely to produce morale problems than quality teaching. They claim that the evaluation 
processes used to determine merit pay are inherently unfair because good teaching cannot be 
objectively measured. Money as a Motivator. A major criticism of merit pay is that money 
does not serve as a major incentive for good teaching. The evidence from the literature about 
pay as an incentive is inconclusive. Authors such as Casey (1979) argue that pay is a prime 
8
University of Ghana http://ugspace.ug.edu.gh
motivator for effective teaching, but the work of others would seem to question this.
as outlined below;
i). Positive perception of pay
∑ Monetary incentives/rewards motivate teachers to excel. 
∑ Monetary incentives/rewards help attract and retain good teachers. 
∑ Monetary incentives/rewards create conditions that are similar to other professions 
where professionals are paid what they are worth.
∑ Monetary incentives/rewards  keep teachers in the classroom either them forcing 
them into administrative positions for more pay.
ii). Negative Perception of pay
∑ Monetary incentives/rewards  create negative competition and morale problems in 
schools.
∑ Teachers are not motivated by money. 
∑ Evaluation of performance censuses tine and monetary resources that could be 
better used elsewhere. 
∑ Evaluation of teacher performance is subjective; the best teachers do not get the 
extra pay.
According to Kohn (1993), recognition is a very rewarding experience for an excellent 
classroom teacher and his or her students. Recognition for teachers builds off of some of the 
well known extrinsic and intrinsic motivational theories. It offers hope for meaningful 
recognition to the other teachers working to improve student-learning outcomes (Kohn, 
1993), It also brings pride and support from the teacher’s students, administration, governing 
board and general public (Kohn, 1993). Teachers are not satisfied with current evaluation 
processes as they have not led to meaningful outcomes for most of the best teachers and/or 
those not performing in either the United States or Australia.
9
University of Ghana http://ugspace.ug.edu.gh
Andrews (2011) identified a need for accountable teacher evaluation. Properly conducted, 
such evaluation can provide one of the major impacts for quality improvements in classroom 
teaching and student learning outcomes in our school systems. In order for this to happen 
teacher evaluation needs to produce a number of outcomes that are meaningful to the 
teachers, improves student outcomes and supports the educational values of the governing 
boards. According to Andrews (2001), these outcomes include: recognition awards and 
public awareness of the high quality of the best instructors; assistance for those teachers 
needing support to improve by providing them means and support to place some of the 
weakest teachers into a remediation program and if that fails.
Motivational theories over the years have focused on factors that lead to highly motivated 
workers. Recognition for teachers is reflected in, and finds support, from two motivational 
theorists and a recent study on worker motivation. Herzberg’s theory of worker motivation 
(1966) identified two levels of motivators for workers. The two levels are ‘hygiene’ and 
‘motivation’ and each one provides for different purposes for a worker. The ‘hygiene’ factors
include pay, working conditions, relationships with co-workers, competence of supervisors 
and company policies. Herzberg pointed out that these factors may not ensure that a worker 
will be motivated to any high degree. Here is where his ‘motivational’ factors come to play 
and must be satisfied. These factors include achievement; responsibility or autonomy, 
recognition and opportunities for advancement. A second well-known motivational theorist, 
Maslow (1954), placed human needs in a hierarchy. He determined that the more basic needs 
of humans needed to be satisfied before the higher-level needs can be realized. His higher-
level needs include working toward excellence and self-actualization. In the basic needs he 
identified include adequate pay as necessary to secure essentials for life.
10
University of Ghana http://ugspace.ug.edu.gh
According to Kohn (1993), Once the rewards run out, people revert to their old behaviors. 
Studies show that offering incentives for losing weight, quitting smoking, using seat belts, or 
(in the case of children) acting generously is not only less effective than other strategies but 
often proves worse than doing nothing at all. Incentives, a version of what psychologists call 
extrinsic motivators, do not alter the attitudes that underlie our behaviors. According to Kohn
(1993), they do not create an enduring commitment to any value or action. Rather, incentives 
merely—and temporarily—change what we do. As for productivity, at least two dozen 
studies over the last three decades have conclusively shown that people who expect to receive 
a reward for completing a task or for doing that task successfully simply do not perform as 
well as those who expect no reward at all (Kohn (1993). These studies examined rewards for 
children and adults, males and females, and included tasks ranging from memorizing facts to 
creative problem-solving to designing collages. In general, the more cognitive sophistication 
and open-ended thinking that was required, the worse people performed when working for a 
reward. Interestingly enough, the researchers themselves were often taken by surprise. 
According to Kohn (1993), they assumed that rewards would produce better work but 
discovered otherwise. The question for managers is whether incentive plans can work when 
extrinsic motivators more generally do not. Unfortunately, as author G. Douglas Jenkins, Jr., 
has noted, most organizational studies to date—like the articles published—have tended “to 
focus on the effects of variations in incentive conditions, and not on whether performance-
based pay per se raises performance levels (Kohn (1993).
11
University of Ghana http://ugspace.ug.edu.gh
CHAPTER THREE
METHODOLOGY 
3.1 Method for Data Collection
The sample was the teachers of Queens International School. The data collection instrument 
used for this study was questionnaires. A structured questionnaire was designed, approved 
and administered. The questionnaire had two main sections (A) and (B). Section (A) handled 
the demography mainly the gender of the respondents and the number of years they had 
worked: from less than a year to more than four years. The Section (B) had to do with 
understanding why teachers do not fully recognize others forms of rewards apart from 
money.
In all, eight questions were developed from the existing literature reviewed on the recognition 
of others forms of rewards apart from money. The questionnaires were closed-ended 
questions. Respondents had to tick suitable answer of choice from strongly agree, not sure, 
disagree and strongly disagree.
Prior to the data collection, an initial sample test was conducted to ensure that the 
respondents understand what was expected from them in the questionnaire. This also helped 
to access whether the method of data collection adopted was appropriate for the study. A total 
of 15 questionnaires were administered to the respondents during office hours, a submission 
date and time was attached as an information. The respondents returned all the questionnaires 
and therefore there was a hundred percent return.
3.2 Method for Data Analysis
After the collection of questionnaires, the data gathered were collated and analysed 
descriptively. Frequency counts were provided and reported as percentages for assessment of 
12
University of Ghana http://ugspace.ug.edu.gh
all the questionnaire items. In addition, the data was summarized and presented using tables, 
charts and graphs to analyse the results for discussion.
13
University of Ghana http://ugspace.ug.edu.gh
CHAPTER FOUR
RESULTS ANALYSIS AND DISCUSSION
The total number of questionnaires distributed for this research were 15. All Fifteen (15) 
were validly completed and retrieved from respondents. All retrieved questionnaires were 
useful as none was rejected for the purposes of this research. Therefore, the percentage of 
respondents’ rate is 100%.
4.1 Analysis of Respondents’ Demography
Analysis of the respondents’ demography is shown in the sections below.
4.1.1 Analysis of respondents’ gender
The gender distribution of the respondents is shown in Table 4.1 and Figure 4.1 below.
Table 4.1: Distribution of respondents’ gender
Gender No. of Respondents Percentage (%)
Male 8 53
Female 7 47
Total 15 100
Figure 4.1: Distribution of respondents ‘gender
14
University of Ghana http://ugspace.ug.edu.gh
From Table 4.1 and Figure 4.1 above, 8 (53%) respondents were males whiles 7 (47%) were 
females. Therefore, there were more male respondents than females. The implication is that 
most of the voices gave a more masculine influence.
4.1.2. Analysis of respondents’ number of years in organization
The distribution of the respondents’ job tenure is shown in Table 2 and Figure 2 below.
Table 4.2: Distribution of number of years’ respondents worked in organization
No. of Years No. of Respondents Percentage (%)
Less than one year 4 26.8
More than 1 year but less than 2 years 2 13.3
More than 2 years but less than 3 years 2 13.3
More than 3 years but less than 4 years 2 13.3
More than 4 years 5 33.3
Total 15 100
Figure 4.2: Distribution of number of years’ respondents worked in organization
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Less than a year One year to less than Two years to less Three years to less Over four years
two years than three years that four years
No of Years
15
University of Ghana http://ugspace.ug.edu.gh
From Table 4.2 and Figure 4.2 above, 4 (26.8%) respondents have been working with the 
organization for less than one year. 2 (13.3%) respondents have been working for more than 
one year, but less than 2 years. 2 (13.3%) respondents have been working for more than 2 
years, but less than 3 years, while 5(33.3%) have been working with the organization for over 
4 years.
Overall, a total of 11 (73.3%) respondents have been with the organization for one year and 
beyond. In the organization, employees who have spent one year are considered to have a 
good understanding of issues in the organization. The implication is that majority of the 
respondents have been in the organization for a longer period and thus have a good 
understanding of issues in the organization covered in this study.
4.2. Analysis of The Extent to Which Teachers Recognize Other Forms of Rewards 
Aside Money.
4.2.1. Analysis of respondents’ perception of Other Forms of Rewards Aside Money.
The distribution of the respondents’ perceptions of superior performance equal to extra pay is 
shown in table 4.3 and figure 4.3 below.
Table 4.3: Distribution of respondents’ perception of superior performance equal to extra 
pay.
Response Option No. of Respondents Percentage (%)
Strongly Agree 9 60
Agree 6 40
Not Sure 0 0
Disagree 0 0
Strongly Disagree 0 0
Total 15 100
16
University of Ghana http://ugspace.ug.edu.gh
Figure 4.3:Distribution of respondents’ superior performance equal to extra pay
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Strongly Agree Agree Not Sure Disagree Strongly Disagree
Response Options
From Table 4.3 Figure 4.3 above, 9 (60%) respondents strongly agree that superior 
performance equal to extra pay, while 6 (40%) agreed and none indicated that they were not 
sure. 0 (0%) respondents disagreed, while none strongly disagreed.
From the distribution, a total of 15 (100%) respondents agreed that superior performance is 
equal to extra pay, 0 (0%) disagreed, and 0 (0%) were not sure. The implication is that 
majority of teachers in the organization hold the perception that superior performance is 
equal to extra pay.
4.2.2 Analysis of the respondents’ perception of money as an encouragement to improve 
and maintain standards of excellence.
The distribution of the respondents’ perceptions of money as an encouragement to improve 
and maintain standards of excellence is shown in table 4.4 and figure 4.4 below.
17
University of Ghana http://ugspace.ug.edu.gh
Table 4.4: Distribution of respondents’ perceptions of money as an encouragement to 
improve and maintain standards of excellence.
Response Option No. of Respondents Percentage (%)
Strongly Agree 4 26.6
Agree 7 46.6
Not Sure 1 6.6
Disagree 2 13.6
Strongly Disagree 1 6.6
Total 15 100
Figure 4.4: Distribution of respondents’ perception of money as an encouragement to 
improve and maintain standards of excellence
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Strongly Agree Agree Not Sure Disagree Strongly Disagree
Response options
From Table 4.4 Figure 4.4 above, 4 (26.6%) respondents strongly agree that money is an 
encouragement to improve and maintain standards of excellence, while 7 (46.6%) agreed and 
1 (6.6%) indicated that they were not sure. 2(13.3%) respondents disagreed, while 1 (6.6%) 
strongly disagreed.
18
University of Ghana http://ugspace.ug.edu.gh
From the distribution, a total of 11 (73.3%) respondents agreed that money is an 
encouragement to improve and maintain standards of excellence. 3(20%) disagreed, and 
1(6.6%) were not sure. The implication is that majority of teachers in the organization hold 
the perception that money is an encouragement to improve and maintain standards of 
excellence.
4.2.3 Analysis of the respondents’ perception of paying everyone the same amount, 
promotes mediocrity.
The distribution of the respondents’ perceptions of paying everyone the same amount, 
promotes mediocrity is shown in table 4.5 and figure 4.5 below.
Table 4.5: Distribution of respondents’ perception of paying everyone the same amount 
promotes mediocrity.
Response Option No. of Respondents Percentage (%)
Strongly Agree 5 33.3
Agree 5 33.3
Not Sure 0 0
Disagree 4 26.6
Strongly Disagree 1 6.8
Total 15 100
19
University of Ghana http://ugspace.ug.edu.gh
Figure 4.5: Distribution of respondents’ perception of paying everyone the same amount, 
promotes mediocrity.
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Strongly Disagree Agree Not sure Disagree Strongly Disagree
Response Options
From Table 4.5 Figure 4.5 above, 5 (33.3%) respondents strongly agree that paying everyone 
the same amount, promotes mediocrity.
While 5 (33.3%) agreed and none indicated that they were not sure. 4 (26.6%) respondents 
disagreed, while 1 (6.6%) strongly disagreed.
From the distribution, a total of 10 (66.6%) respondents agreed that paying everyone the 
same amount, promotes mediocrity. 5 (33.3%) disagreed, and 0(0%) were not sure. The 
implication is that majority of teachers in the organization hold the perception that paying 
everyone the same amount, promotes mediocrity.
4.2.4 Analysis of the respondents’ perception of monetary incentives motivating excellence.
The distribution of the respondents’ perceptions of monetary incentives motivating 
excellence is shown in table 4.6 and figure 4.6 below.
20
University of Ghana http://ugspace.ug.edu.gh
Table 4.6: Distribution of respondents’ perception of monetary incentives motivating 
excellence.
Response Option No. of Respondents Percentage (%)
Strongly Agree 3 20
Agree 6 40
Not Sure 2 13
Disagree 4 27
Strongly Disagree 0 0
Total 15 100
Figure 4.6: Distribution of respondents’ perception of monetary incentives motivating 
excellence.
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Strongly Agree Agree Not Sure Disagree Strongly Disagree
Response Options
From Table 4.6 Figure 4.6 above, 3 (20%) respondents strongly agree that monetary 
incentives motivate excellence. While 6 (40%) agreed and 2(13%) indicated that they were 
not sure, 4 (27%) respondents disagreed, and 0 (0%) strongly disagreed.
21
University of Ghana http://ugspace.ug.edu.gh
From the distribution, a total of 9 (60%) respondents agreed that monetary incentives 
motivate excellence. 4 (27%) disagreed, and 0(0%) were not sure. The implication is that 
majority of teachers in the organization hold the perception that monetary incentives motivate 
excellence.
4.2.5 Analysis of the respondents’ perception that monetary rewards retain teachers in 
school.
The distribution of the respondents’ perception that monetary rewards retain teachers in 
school is shown in table 4.7 and figure 4.7 below.
Table 4.7: Distribution of respondents’ perception that monetary rewards retain teachers in 
school.
Response Option No. of Respondents Percentage (%)
Strongly Agree 3 20
Agree 6 40
Not Sure 2 13.3
Disagree 4 26.6
Strongly Disagree 0 0
Total 15 100
22
University of Ghana http://ugspace.ug.edu.gh
Figure 4.7: Distribution of respondents’ perception that monetary rewards retain teachers in 
school.
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Strongly Agree Agree Not sure Disagree Strongly Disagree
Response options
From Table 4.7 Figure 4.7 above, 3 (20%) respondents strongly agree that monetary rewards 
retain teachers in school, while 6 (40%) agreed and 2 (13%) indicated that they were not sure. 
4 (27%) respondents disagreed, while 0 (0%) strongly disagreed.
From the distribution, a total of 9 (60%) respondents agreed that monetary rewards retain 
teachers in school. 4 (27%) disagreed, and 0(0%) were not sure. The implication is that 
majority of teachers in the organization hold the perception that monetary rewards retain 
teachers in school.
23
University of Ghana http://ugspace.ug.edu.gh
4.2.6 Analysis of the respondents’ perception that monetary rewards create negative 
competition and morale problems at work.
The distribution of the respondents’ perceptions that monetary rewards create negative 
competition and morale problems at work is shown in table 4.8 and figure 4.8 below.
Table 4.8: Distribution of respondents’ perception that monetary rewards creating negative 
competition and morale problems at work.
Response Option No. of Respondents Percentage (%)
Strongly Agree 1 6.6
Agree 5 33.3
Not Sure 4 27
Disagree 2 13.1
Strongly Disagree 3 20
Total 15 100
Figure 4.8: Distribution of respondents’ perception of that monetary rewards creating 
negative competition and morale problems at work.
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Strongly Agree Agree Not sure Disagree Strongly Disagree
Response Options
24
University of Ghana http://ugspace.ug.edu.gh
From Table 4.8 and Figure 4.8 above, 1 (6.6%) respondents strongly agree that monetary 
rewards create negative competition and morale problems at work, while 5 (33.3%) agreed 
and 4 (27%) indicated that they were not sure. 5 (13.1%) respondents disagreed, while 3 
(20%) strongly disagreed.
From the distribution, a total of 6 (40%) respondents agreed that monetary rewards create 
negative competition and morale problems at work. 5 (33.3%) disagreed, and 4(27%) were 
not sure. The implication is that majority of teachers in the organization hold the perception 
that monetary rewards create negative competition and morale problems at work.
25
University of Ghana http://ugspace.ug.edu.gh
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1. Summary of Findings
From the analysis, it emerged that, though the respondents’ voices show a more masculine 
influence, majority of the them have been in the organization for a longer period, and thus 
have a good understanding of issues in the organization covered in this study. The following 
key findings were made:
i). Teachers in the school hold the perception that superior performance is equal to 
extra pay.
ii). Teachers in the organization hold the perception that money is an encouragement 
to improve and maintain standards of excellence.
iii). Teachers in the organization hold the perception that paying everyone the same 
amount, promotes mediocrity.
iv). Teachers in the organization hold the perception that monetary incentives motivate 
excellence.
v). Teachers in the organization hold the perception that monetary rewards retain 
teachers in school
vi). Teachers in the organization hold the perception that monetary rewards create 
negative competition and morale problems at work.
5.2 Conclusion
Based on the analysis and findings, it is concluded that teachers of the school do not 
recognize others forms of rewards as much as they recognize money, this is evident in their 
opinions: being motivated, retained in school, encouraged by monetary rewards.
26
University of Ghana http://ugspace.ug.edu.gh
5.3. Recommendations
Based on the key findings outlined in section 5.1 above, the following recommendations are 
made to the organization.
i). The School should work on having more female teachers, to promote gender 
balance.
ii). The organization should recruit new teachers to encourage fresh energy and new 
ideas in the School.
iii). Management should do well to promote immediate rewards in the months that 
teachers are seen to be excelling and deserve rewards so rewards are felt.
iv). Difference in Salary should be based on certain outlined elements, which should be 
communicated to staff.
v). The gradual improvement of students in a particular subject should be traced to a 
teacher’s involvement or hard work, he or she should be awarded for the 
improvement of the child.
vi). Salaries should be paid at the set time instituted and communicated, there should 
be a pay grade that gives teachers the hope of having a salary rise over their period 
of stay.
vii). Management should also train and expose teachers to Non –monetary forms of 
rewards, they must be taught to appreciate rewards such as extra leave days.
27
University of Ghana http://ugspace.ug.edu.gh
REFERENCES
By Emily Douglas on March 28, 2012 3:35 PM
AUTHOR Newcombe, Ellen   TITLE Rewarding Teachers: Issues and Incentives.
2011 Supporting Quality Teaching with Recognition Hans A. Andrews Olney Central 
College, Olney, Illinois, U.S.A., andrewsha@sbcglobal.net
By :Alfie kohn
From the September–October 1993 issue
Andrews (2011)
Herzberg’s theory of worker motivation (1966)
28
University of Ghana http://ugspace.ug.edu.gh
APPENDIX I
UNIVERSITY OF GHANA BUSINESS SCHOOL
M.A MANAGEMENT AND ADMINISTRATION
QUESTIONNAIRE
Understanding the extent to which teachers recognize other forms of rewards apart
from money.
Synopsis
The research purpose is to know whether teachers recognize other forms of rewards apart
from money. It is expected that the outcome of this research will help management better 
manage the notion of teachers recognizing other forms of rewards apart from money.
I undertake that all information provided will be used solely for the purpose of this research 
and not be shared.
SECTION A
Demography
Please, kindly answer the following by ticking the appropriate answer of your choice
1. Gender:
[   ] Male [   ] Female
2. Number of years in the organization
[   ]  Less than one year 
[   ]  More than one year but less than two years 
[   ]  More than two years but less than three years 
[   ]  More than three years but less four years 
[   ]  More than four years
SECTION B
The extent to which teachers recognize other forms rewards apart from money.
Please, kindly answer the following by ticking the appropriate answer of your choice.
29
University of Ghana http://ugspace.ug.edu.gh
No. Strongly Agree Not Disagree Strongly 
Agree Sure Disagree
3. I should be paid what I am 
worth, and my superior 
performance should be 
rewarded with extra pay.
4. I view money as an incentive 
that encourages me to 
improve performance or 
maintain standards of 
excellence in my teaching.
5. I feel that single-salary 
schedules: by paying 
everyone the same amount, 
promotes mediocrity.
6. Monetary incentives/rewards 
motivate me to excel
7. Monetary incentives/rewards 
help attract and retain me in 
the school.
8. Monetary incentives/rewards 
create negative competition 
and morale problems for me 
in school. 
30