The research took the form of Questionnaires that 300 teachers from different educational levels were to fill, aimed at judging their skills and knowledge, against their willingness to share the same skills and knowledge with their students, and the reasons that affected their performance in that respect. The following questions were to be filled in the questionnaires for data collection;
To better analyze the data collected, an average number of the teachers with the same answers were to be categorized in the same class, from which the mean number would be taken as the representative of the actual status quo.
Among the 300 teachers who filled the questionnaires, from all ages, sex and marital status, approximately 75% attributed the employers' judgment of their performance(s) on the remuneration they were paid. The same percentage (75%) of them felt motivated by an increment in their pay by their employers as a method of encouraging their individual development. 13% of the teachers indicated having timely, accurate, open two way communications with their employers.
According to Pauline, & Fausel, (2007), pay in itself as the only method to compensate teachers for their performances could be deceiving.