The impact of teacher remuneration on the provision of quality education in secondary schools of Zimbabwe

The study focused on the impact of teacher remuneration on the provision of quality education in secondary schools of Zimbabwe. It looked at a single ignored but most important quality education component: Teachers’ salaries. These salaries in many African countries are way below prevailing inflation rates. In this study the major argument is that, if education is perceived as a key institution for social-political-economic and technological development of any country underpinning sustainable living, why are people who provide such a vital commodity left at the periphery of empowerment? Research findings suggest that, Zimbabwe will never effectively achieve sustainable development goals and quality education if it does not considerately remunerate its teachers, who are in turn when well motivated are capable of being agents of change. Research findings argue that teacher remuneration is interrelated to all aspects of quality education, such that choice to ignore it affect costs and benefits of education in very complex ways. The content of the entry is based on theoretical analysis of published literature sources. Synthesis of analysed information led to the conclusion that, education is key to development but also a very costly enterprise. Within that pivotal enterprise teachers represent the single most important variable to the achievement of functional literacy which is a cornerstone for sustainable development. The study recommends finding mechanisms to improve teachers’ remuneration an obvious centrality for sustainable development.