Effects of the Monetary Reward on Mathematics Teachers' Motivation in Public Schools in Rwanda: A Case of Rubavu District

The investigation determined how the financial incentive affected Rwandan public school math instructors' motivation. The particular goals of this research are to identify the financial incentive that influences the motivation of math teachers in Rwandan public schools, to evaluate the degree of motivation among teachers in Rwandan public schools, and to ascertain the correlation between the financial incentive and the motivation of teachers in Rwandan public schools. There will be 117 instructors, 35 headteachers, and 97 student parents in the research. There were 249 respondents in the targeted group, and 153 respondents made up the sample size. To choose respondents for this study, purposive selection and basic random sampling were used. Utilizing SPSS version 21, the results were examined, and interpretations were generated according to the respondents' answers. The first objective yielded the following results: 95.2 percent strongly agreed or agreed that keeping teachers in the classroom is important, 80.6 percent strongly agreed or agreed that keeping teachers in the classroom is a reason to increase teacher salaries, 91.8% strongly agreed or agreed that reducing the number of teachers who have second jobs, and 93.1% strongly agreed or agreed that making it possible for teachers to survive. Regarding the second outcome goal, 87.8% of respondents strongly agreed or agreed that better math scores on tests and exams, 97.2% strongly agreed or agreed that well-prepared teaching materials, 92.5% strongly agreed or agreed that teachers using prepared teaching aids in the classroom, and 84.7% strongly agreed or agreed that the school's math teacher turnover rate. Results for the third objective: the study discovered a positive correlation between the use of prepared teaching aids in the teaching of mathematics, comprehension of mathematical subjects, transportation to schools, retaining teachers in the classroom, and housekeeping for teachers. It also discovered a significant association between improved test and exam scores for students, prompt salary payment, and transportation to schools. Nevertheless, as the p-value was higher than 0.05, the connection was insignificant. Based on the results, the study suggested encouraging open communication amongst staff members, giving instructors the resources they need to raise Rwanda's educational standards, and putting plans in place to assist effective teachers. Encouraging team-building exercises can also improve overall output and encourage open communication.