Reward Management Strategy and Job Satisfaction among Public Secondary School Teachers in Bunia City, Democratic Republic of the Congo

Abstract

Teacher job satisfaction is essential for effective teaching and learning. However, teachers in public secondary schools in the city of Bunia, DRC, face a number of challenges, including low salaries, poor working conditions, and a lack of opportunities for professional development. These challenges can lead to low job satisfaction, which can have a number of negative consequences, such as high turnover intent, irregularities at work, strike movements, absenteeism, tardiness, and poor productivity. This study aimed to; establish reward strategies adopted in public secondary schools in Bunia, DRC, evaluate job satisfaction among teachers in public secondary school in Bunia City, DRC, and examine the effect of reward management strategy on job satisfaction among public secondary school teachers in Bunia City, DRC. The study used a descriptive research design to collect data from 101 teachers and 15 school administrators using a questionnaire and interview guide, respectively. Pearson's Product Moment Correlation Coefficient Analysis was used to correlate reward strategies and job satisfaction. The results showed that reward management strategy has a positive relationship with job satisfaction. However, the competence-based pays were inadequate, the work environment and benefits did not meet teacher expectations and needs, and most teachers accessed training and development programs. To improve teacher satisfaction, the study recommends the government and school authorities in Bunia City, DRC should raise salaries, provide better benefits, and create a more supportive work environment. This includes ensuring fair pay practices, a safe work environment, adequate input materials and facilities, and a reasonable work schedule. These measures will help teachers meet their basic needs, have a secure financial future, take time off when needed, and avoid burnout.