Extrinsic motivational factors. Theories suggest that the important factor affecting extrinsic motivation is working conditions which are comprised of such components as space, equipment, professional development, career growth and decent payment (Salifu, 2014). The idea that teachers are motivated by money is rather arguable as studies by Xxxxxx et al. (2009) emphasized that these extrinsic motivators are not always successful in enhancing teacher motivation. Performance-based payment as a motivation Even though some research suggests that pay incentives are less important stimulus to encourage teachers, the study conducted by Xxxxxxxx and Xxxxxx (2010) implies that paying teachers’ according to their performance may affect and increase even teachers’ intrinsic motivation if it increases the quality of teaching, thus giving teachers more confidence. However, if the performance pay is given based on the results of standardized exams, then it may encourage teachers to mould students and prepare them to take tests rather than focusing on quality of learning (Xxxxxxxx & Xxxxxx, 2010). One of the popular authors Xxxx (1993) criticized the use of rewards as a motivational tool in work, education and raising of children. He argued that rewards are as ineffective as punishment and are used just to manipulate human behaviour to one’s benefits (Xxxx, 1999). Even though at the beginning it was claimed that poor working conditions may decrease teachers’ motivation, some authors like Xxxx and Xxxxx (2001) state that since monetary rewards or better working conditions serve as extrinsic motivational factors, they actually discourage the intrinsic motivation of the staff (as cited in Han, Xxxxxxxxx & Xxxxxxxxx, 2018). Therefore, it is vital for the school administration or other officials to thoroughly develop performance pay systems in order to avoid any negative side effects of the performance- based reward system.
