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The Extent to Which Incentives Influence Primary School Teachers Job Satisfaction in Botswana

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A descriptive survey using questionnaires, individual interviews and career histories of primary school teachers was conducted to investigate job satisfaction of teachers as regard to teacher incentives. The study also went further to find out whether there is any link between incentives and gender. Stratified sample from the population of primary school teachers from urban as well as rural areas in Botswana was used. Qualitative data analyses were presented through the use of frequency tables, calculation of percentages and cross tabulations. Information from all sources was triangulated. The study reveals that statistically significant number of teachers were of the view that their salaries were not enough as compared to their workloads. They clearly showed that there were no well set promotion procedures as all progressions depended solely on the school heads recommendation which were confidential and corrupt. The results also showed that teachers did not link, incentives with gender matters instead they ascribed their disadvantages to their poor qualification and hierarchical structures that limits their progression. Three recommendations were made on the basis of the findings.


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