TEACHERS REWARD SYSTEMS AND STUDENTS’ ACADEMIC PERFORMANCE IN CALABAR EDUCATION ZONE

Abstract

The main thrust of this study was to determine teachers reward systems and students academic performance in secondary schools in Calabar Education Zone of Cross River State, Nigeria. To achieve the purpose of this study one hypothesis was formulated to guide the study. Literature review was carried out accordingly, correlational research design was adopted for the study. A sample of four hundred and thirty five (435) respondents was used for the study. The sample was selected through stratified random sampling techniques. The questionnaire was the main instruments used for data collection. The instrument was validated by 3 experts in measurement and evaluation. The reliability estimate of the instrument was established through Cronbach Alpha reliability method. Regression analysis of variance (ANOVA) was the statistical technique employed to test the hypotheses under study. Each hypothesis was tested at 0.5 level of significance. The result of the analysis revealed that teachers reward system in terms of monetary reward system tangible reward system, non- tangible reward system intrinsic reward system, extrinsic reward system and psychological reward system does not significantly relate to students academic performance. It was recommended that monetary reward system should be encouraged and prompt payment of salaries