Published Paper Details:

The performance of students in the Kenya Certificate of Secondary Education varies from school to school over time despite the fact that the Kenya Government accords teachers similar training in colleges and Universities versus similar pay package corresponding with their scales. Kisumu West sub-county continuously lagged behind the neighbouring Kisumu Central and Kisumu East and Kisumu North with an average mean of more than 1.0 over the period 2013 to 2015. In addition in 2015 for instance, the best two schools in Kisumu West Sub County had mean scores of 10.94 and 8.99 respectively while the last two had 2.55 and 3.10 respectively. This disparity raises concerns among the education stakeholders in the Sub- County. Motivation theorists believe that performance is a result of concerted effort which has been induced by some reward. The purpose of this study was therefore to establish school-based monetary incentives for teachers as determinants of students academic performance in public secondary schools in Kisumu West Sub County. Holistic Operation Model as interpreted by (Abagi and Odipo (1997) guided the study. The study adopted descriptive survey and correlational research design. The target population consisted of 30 public secondary schools with 354 teachers and 30 Principals. Through Yamane�s formula, 187 teachers, 27 Principals, and 4 CSOs were selected as the study sample. Questionnaire was used to collect data from teachers and principals, while interview schedule was used to collect data from CSOs. Qualitative data obtained from interviews and document analysis was analyzed through thematic analysis and grouped into thematic areas. Quantitative data from questionnaire was analyzed by means of descriptive statistics. The study found that monetary incentives is rated by teachers at (M=3.05; SD=1.12) and principals at (M=3.05; SD=1.21). Monetary incentives have a statistically significant influence at .000 and .002 p-value at 0.05 on students� academic performance. The study concludes that monetary incentives motivate teachers to significantly influence students academic performance in public secondary schools. This study may be useful to school managements and administrators in apportioning school resources for teacher motivation.