International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue V, May 2021 | ISSN 2454–6186

The impact of teacher remuneration on the provision of quality education in secondary schools of Zimbabwe

Saziso Mukomana
Lecturer, Department of Teacher Education, Zimbabwe Open University

Abstract
The study focused on the impact of teacher remuneration on the provision of quality education in secondary schools of Zimbabwe. It looked at a single ignored but most important quality education component: Teachers’ salaries. These salaries in many African countries are way below prevailing inflation rates. In this study the major argument is that, if education is perceived as a key institution for social-political-economic and technological development of any country underpinning sustainable living, why are people who provide such a vital commodity left at the periphery of empowerment? Research findings suggest that, Zimbabwe will never effectively achieve sustainable development goals and quality education if it does not considerately remunerate its teachers, who are in turn when well motivated are capable of being agents of change. Research findings argue that teacher remuneration is interrelated to all aspects of quality education, such that choice to ignore it affect costs and benefits of education in very complex ways. The content of the entry is based on theoretical analysis of published literature sources. Synthesis of analysed information led to the conclusion that, education is key to development but also a very costly enterprise. Within that pivotal enterprise teachers represent the single most important variable to the achievement of functional literacy which is a cornerstone for sustainable development. The study recommends finding mechanisms to improve teachers’ remuneration an obvious centrality for sustainable development.

Key terms: Quality education, education, teacher remuneration, teacher, empowerment, salaries,

Introduction and background to the study
The role of teachers is crucial for the transfer of knowledge in schools. At the same time, teachers’ remuneration is the biggest cost factor in educational finance. Loud debates continue in both developed and the underdeveloped countries over how best to raise the quality of education for all and increase effectiveness of schooling for sustainable development. Research evidence (UNICEF, 2004; Anderson, 1991; Bergmann, 1996; Pennycuick, 1993) reveals a levelling or worsening decline in the quality of basic education particularly meeting millennium educational goals by most African countries, Zimbabwe not being exceptional. The challenge today for African education systems is to improve the quality of education at all levels and in all rural and urban schools.