FINANCIAL AND NON-FINANCIAL REWARDS AS PREDICTORS OF TEACHERS’ JOB COMMITMENT IN PUBLIC SECONDARY SCHOOLS IN KIAMBU COUNTY, KENYA

The study expounds on the influence of financial and non-financial rewards on teachers’ job commitment in public secondary schools in Kenya. While financial incentives such as competitive salaries, allowances, and bonuses are often emphasized in educational management, literature review suggests that non-financial rewards in the form of recognition, professional development, and supportive leadership also play an equally critical role in shaping teacher motivation and institutional loyalty. The expectancy theory, proposed by Victor Vroom in 1964, explains how individuals make choices based on expected outcomes, emphasizing that motivation depends on the belief that effort will lead to desired performance and rewards. Guided by a descriptive survey design and rooted in the positivist paradigm, this study sampled 73 principals and 367 teachers across 73 secondary schools using stratified and simple random sampling techniques. Quantitative data were analyzed using chi-square tests and multiple linear regression to determine the relationship between reward types and job commitment. The findings reveal a statistically significant positive relationship between financial rewards and teachers’ job commitment (p<0.015). Moreover, non-financial incentives, including recognition for extra work, exposure through professional networking events, and communal celebrations, were also positively correlated with increased affective commitment among teachers. Despite government policy frameworks aimed at enhancing teacher motivation, a large proportion of educators reported dissatisfaction with current reward systems, particularly in high-pressure counties like Kiambu. These findings underscore the importance of a holistic approach to teacher motivation, integrating both financial and non-financial rewards. The study recommends that school leadership prioritize equitable reward systems that foster both extrinsic and intrinsic motivation among teachers to improve commitment and ultimately, learning outcomes.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0169/a.php" alt="Hit counter" /></p>