Impact of Primary Teachers’ Incentive Pay on Girls’ Educational Performance Case Study: Juba South Sudan

Abstract

The major objective of the study was to evaluate the impact of primary school teachers’ incentive pay program on girls’ educational performance. By paying incentives to teachers IMPACT, a European Union founded program aims to provide vital support to the education sector. By enabling teachers to continue to teach, schools to function, increase teachers’ attendance, improve teaching standard and support thousands of children in South Sudan to go to school. The following objectives guided the study; to establish extent of teachers’ attendance rate on girls’ performance in PLE and end of term school exams, to examine the level of teachers’ professional quality to improve the standard of teaching and to assess the extent of teacher to girl problem support mechanism at school to ease and effect interaction, problems sharing and solving for better learning.

The survey used the sample seize table of Krejcie & Morgan (1970) to determine the sample size of 105 teachers. The study also used views of key informants from among the teachers who participated in an interactive interview. Univariate analysis was carried out where frequencies and corresponding percentages were run for both explanatory and outcome variables. Bivariate analysis was done using the chi-square to test the strength of association between variables based on p-values. Multivariate analysis was also done and linear regression model was applied. Findings showed that primary teachers incentive pay impacted teachers’ rate and improved girls’ educational performance rated at 52.4%, benefited 61.0% professionally trained teachers to improve teaching quality for better pupils’ learning with the rest hoping go for training. The teachers’ incentive pay program also impacted and improved teacher-pupil relationship by 44.8% majority of teachers. The study recommended the government and key stakeholders to ensure teachers welfare and pay as priority to achieve girls’ good performance and prosperity build teachers capacities and key stakeholders need not to compromise their roles/duties on teachers’ shoulders to support pupils’

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