The impact of mindset on the implementation of performance based reward system (pbrs) in secondary schools in Botswana

This article focuses on the impact of mindset on the implementation of Performance-Based Reward System (PBRS) in secondary schools in Botswana. In order to understand the impact of mindset on the implementation of PBRS, the results of the study involving a sample of 200 teachers and ancillary staff selected from the ten secondary schools in Kgatleng district in Botswana were analysed and presented. The data was analyzed using statistical methods with the help of the SPSS statistical computer software. Indicative results showed that a high number of teachers and ancillary staff had never had their performance evaluated and for those who had, there was no consistency. The leadership style in almost all schools was still hierarchical and members of staff were not fully involved in decision-making. Further, bureaucracy slowed down the decision-making process; hence the implementation of PBRS is dawdled too. Occasionally, leaders feared to reprimand their followers and tolerate unsatisfactory performance in order to appear in “good books”. The current teachers’ and ancillary staff’s negative mindset about PBRS has impacted negatively on the implementation of the system in secondary schools in Botswana and there is a general resistance to PBRS.