Motivating Teachers in Curriculum Enrichment Programmes Through Rewards and Recognition in Practice

Abstract

Teacher motivation plays a critical role in the successful implementation of curriculum enrichment programmes, yet it remains underexplored in many educational initiatives. The study contributes insights into teacher motivation in early childhood education and offers practical guidance for strengthening the sustainability of enrichment programmes through integrated recognition, support, and incentive structures. This study investigates the impact of rewards and recognition on teachers’ engagement in the Tsogo Sun Moves for Life chess programme in early childhood education classrooms within the King Cetshwayo District, South Africa. A qualitative case study design was used, with data collected through semi-structured interviews, observations, and document analysis, and analysed using thematic analysis. The findings indicate that while teachers valued teaching resources, coordinator support, and certificates of appreciation, these forms of recognition were insufficient to sustain long-term engagement. Teachers emphasised the need for meaningful acknowledgment and tangible incentives to justify the additional workload associated with programme implementation. Drawing on Self-Determination Theory and Herzberg’s Two-Factor Theory of Motivation, the study highlights the interaction between intrinsic and extrinsic motivation in shaping teachers’ commitment.