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Author
Veronica Egonekwu Mogboh, Ph.D.
Department of Educational Foundations,
Faculty of Education,
Godfrey Okoye University, Enugu State, Nigeria.
Abstract
Research Objectives: This study explores how non-monetary incentives influence teacher commitment and pedagogical innovation, emphasizing human-centered strategies beyond salary increases. It focuses on recognition programs, leadership opportunities, and flexible professional development as sustainable motivators.
Methodology: Using a comparative international lens—drawing from Africa, Europe, and Asia—the study highlights global practices while addressing regional realities. Field data were gathered from 205 secondary school teachers across five schools in Enugu State, Nigeria, via structured questionnaires.
Findings: Results, analyzed using mean and standard deviation, show that certain non-monetary incentives significantly boost motivation and innovation, particularly where supportive management exists. Others had minimal impact in poorly structured institutions. The findings align with theories emphasizing intrinsic motivation and contextual adaptability in sustaining teacher engagement.
Contributions and Recommendations: The study contributes to ongoing policy discussions by proposing viable alternatives to salary-driven reforms, stressing the importance of participatory leadership, public recognition, and professional autonomy. It offers insights for education policymakers, administrators, and development agencies working on teacher retention.
Key words: Teacher Motivation, Non-Monetary Incentives, Pedagogical Innovation, Recognition Programs, Educational Leadership.
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