Based on Kemmerer's earlier work on teacher incentives, this study examined the extent that teacher incentives (or the type that might be influenced by central ministries of education) were related to teachers' instructional practices and career satisfaction of junior secondary school teachers in Botswana. Results indicated that the level of incentives teachers received was meaningfully related to teachers' career satisfaction, but was not related to teachers' classroom teaching practices. Findings suggest that, while incentives to improve teachers' overall career satisfaction might stimulate teacher recruitment and encourage retention in teaching, those incentives would not necessarily lead to improved instructional practices.
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The authors appreciate the support and assistance of the Botswana Ministry of Education in the conduct of this research. We specially acknowledge the support of Philemon Ramatsui and the staff of the Department of Curriculum Development and Evaluation which he directs and the help of David Cownie, Elizabeth Blake, Mboni Bontsi, and the staff of SIAPAC Botswana in collecting the data used in this study. We also acknowledge the helpful suggestions and comments we received from Thomas Welsh, Frances Kemmerer, Weston Fisher, and Bruce Fuller during the writing stage. This study was partially sponsored by the U.S. Agency for International Development under contract number DPE-5823.C-00-413-00 (Improving the Efficiency of Education Systems Project) and contract number DPE-5823-Z-9010 (Botswana Junior Secondary Educational Improvement Project) and by the State University of New York at Albany. However, the authors alone are responsible for the contents and conclusions of the study.