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.

1. Introduction

Chess has been introduced as an enrichment activity in early childhood education in the King Cetshwayo District through the Tsogo Sun Moves for Life programme, with the aim of enhancing learners’ cognitive development, critical thinking, and problem-solving skills. Since its inception, the programme has provided teachers with resources such as chess sets, magnetic demonstration boards, and learner workbooks, alongside ongoing support from Moves for Life coordinators. These resources enable teachers to integrate chess into their lessons; however, the success of the programme ultimately depends on the engagement, commitment, and motivation of the teachers themselves. Research shows that when teachers are afforded meaningful participation, recognition, and a sense of professional agency, they are more likely to sustain engagement in initiatives beyond routine classroom practice (Lantela et al., 2024). Teacher motivation and recognition play a critical role in the sustained implementation of enrichment programmes. Motivation can be both intrinsic, arising from personal satisfaction and professional growth, and extrinsic, driven by recognition, rewards, or tangible incentives (Deci & Ryan, 1985; Herzberg et al., 1959). Research indicates that when teachers perceive their efforts are valued and acknowledged, they are more likely to engage actively with innovative programmes, even when these require additional effort beyond the standard curriculum (Guskey, 2002; Kyriacou, 2001). Conversely, a lack of recognition or incentives can lead to disengagement, frustration, and discontinuation of enrichment activities (Skaalvik & Skaalvik, 2011). International experiences provide further insight into the role of incentives in motivating teachers. For example, individual teacher bonuses in Andhra Pradesh, India, led to increased instructional effort, including extra classes, more homework, and focused attention on weaker students, which in turn improved learner performance (Muralidharan & Sundararaman, 2011). Similarly, Israel implemented a tournament-style bonus system that encouraged teachers to track student abilities, offer extra classes, and tailor instruction, resulting in measurable improvements in student achievement (Lavy, 2009). In Brazil, the Pernambuco state incentive programme rewarded schools for meeting improvement targets, motivating teachers to dedicate more time to instruction and optimize classroom resources (Bruns et al., 2011). These examples suggest that well-structured incentives, both individual and group-based, can enhance teacher effort and contribute to improved learner outcomes. At the same time, the Kenyan experience illustrates potential pitfalls, where short-term performance gains were largely tied to targeted test preparation rather than long-term learning, highlighting the need to design incentive systems that encourage genuine teaching and learning rather than “gaming” behaviours (Glewwe et al., 2003).

The broader South African education context further emphasises the importance of teacher motivation. Despite significant investment in education, the country continues to perform below expectations in international assessments, with teacher quality and effort identified as major determinants of learner outcomes (Spaull, 2011; NEEDU, 2012). Low teacher effort, absenteeism, and limited engagement have been linked to weak incentive structures, insufficient recognition, and challenges in aligning teacher behaviour with organizational goals (Bruns et al., 2011). In this context, providing teachers with appropriate motivational strategies, including both extrinsic rewards and recognition, is critical for sustaining initiatives that enhance learner development. The integration of chess into the early childhood education curriculum in King Cetshwayo District represents both an opportunity and a challenge. On one hand, it exposes learners to innovative pedagogical approaches and promotes skills that support lifelong learning. On the other hand, the additional demands placed on teachers require motivation, institutional support, and acknowledgment of their efforts. Understanding how teachers experience these challenges, particularly in relation to recognition and rewards, is essential for improving the programme’s sustainability and effectiveness. This study is guided by the following questions:

• How do rewards and recognition affect teachers’ motivation to implement chess in early childhood education in King Cetshwayo district?
• What types of recognition and support encourage sustained teacher engagement in the Tsogo Sun Moves for Life chess programmes in King Cetshwayo district?

By exploring teachers’ experiences, perceptions, and challenges, this study aims to highlight the importance of recognition, support structures, and incentives in fostering teacher engagement and promoting the successful implementation of enrichment programmes such as chess in early childhood education classrooms, drawing on both local and international evidence.

2. Theoretical Framework

This study is grounded in Self-Determination Theory (SDT) (Deci & Ryan, 1985; Ryan & Deci, 2000) and Herzberg’s Two-Factor Theory of Motivation (Herzberg et al., 1959), offering a comprehensive lens to understand teacher engagement in curriculum enrichment programmes. SDT highlights that individuals are most motivated when their psychological needs for autonomy, competence, and relatedness are met. In the context of the Tsogo Sun Moves for Life chess programme, teachers’ motivation can be interpreted as follows: recognition and rewards satisfy the need for competence, support from coordinators and colleagues fulfills the need for relatedness, and opportunities to independently integrate chess into lessons provide autonomy. When these needs are unmet, even well-resourced programmes may fail to sustain engagement. Herzberg’s Two-Factor Theory complements SDT by distinguishing hygiene factors from motivators. In this study, intrinsic motivation is understood as teachers’ internal satisfaction derived from teaching chess, including enjoyment, professional fulfilment, and perceived learner progress. Extrinsic motivation refers to external forms of acknowledgment, such as recognition, rewards, and incentives associated with programme participation. These constructs are operationalised analytically by examining how teachers describe their enjoyment of chess instruction (intrinsic motivation) alongside their responses to recognition practices and tangible rewards (extrinsic motivation). The interaction between these motivational dimensions provides a lens for understanding variations in teacher engagement and commitment to the programme. In this study, the absence of recognition and rewards acts as a hygiene factor, potentially leading to dissatisfaction, while intrinsic motivators, such as professional growth, personal satisfaction, and accomplishment, encourage sustained commitment. The combination of these frameworks enables an integrated understanding of teacher motivation as a dynamic interplay between structural support, intrinsic satisfaction, and extrinsic recognition. Importantly, these theories guided both the development of interview questions and the thematic analysis, ensuring that findings are interpreted in light of teacher motivation, recognition, and engagement. This explicit theoretical anchoring strengthens the connection between the literature, data, and analysis.

3. Literature Review

Teacher motivation is widely recognised as a critical factor in the success of curriculum enrichment programmes. Motivation can arise intrinsically, driven by personal satisfaction, professional identity, and a sense of accomplishment, or extrinsically, from recognition, rewards, and institutional support (Deci & Ryan, 1985; Herzberg et al., 1959). Both forms of motivation interact in shaping teacher engagement, particularly when teachers are expected to implement initiatives requiring effort beyond mandated responsibilities. Self-Determination Theory (SDT) posits that intrinsic motivation is sustained when teachers’ psychological needs for autonomy, competence, and relatedness are fulfilled (Ryan & Deci, 2000; Fradkin-Hayslip, 2023). Herzberg’s Two-Factor Theory complements this perspective by distinguishing between hygiene factors, such as recognition and working conditions, and motivators, such as achievement and professional growth. While intrinsic motivation can drive engagement, the absence of recognition can produce dissatisfaction that undermines sustained effort (Herzberg et al., 1959). This dual perspective emphasises that both internal satisfaction and external acknowledgment are necessary for sustained teacher engagement, particularly in resource-constrained contexts.

Empirical studies reinforce the importance of recognition and motivation for teacher engagement in enrichment programmes. Teachers who feel their work is valued are more willing to adopt and persist with innovative initiatives, even when this requires additional effort (Guskey, 2002; Kyriacou, 2001). Conversely, lack of recognition can lead to frustration, disengagement, and emotional exhaustion (Skaalvik & Skaalvik, 2011). Integrating enrichment activities, such as chess, into early childhood education adds a layer of complexity. Teachers must navigate these programmes alongside the demands of the CAPS curriculum, often managing heavy workloads with limited additional support or compensation (Dang, 2017; Croucher & Dang, 2020). Even when adequate material resources, chess sets, demonstration boards, and learner workbooks, are provided (Tsogo Sun Moves for Life, 2013), teachers may struggle to integrate these activities without sufficient professional acknowledgment, time, or guidance (Ngo Ndjama, 2025). This evidence suggests that material provision alone is insufficient to maintain motivation; recognition and supportive structures are equally critical.

International literature provides further insight into how extrinsic motivators influence teacher engagement. In Andhra Pradesh, India, performance-based incentives encouraged teachers to offer extra classes, provide targeted support to weaker learners, and maximise instructional time, resulting in measurable improvements in student outcomes (Muralidharan & Sundararaman, 2011). Similarly, in Israel, tournament-style incentives motivated teachers to closely monitor learner progress and tailor instruction accordingly, enhancing achievement (Lavy, 2009). In Pernambuco, Brazil, school-level bonuses increased teacher effort and maximised classroom resources, positively impacting learning (Bruns et al., 2011). In contrast, research from Kenya indicates that narrowly defined incentives may produce short-term gains without fostering sustained motivation or meaningful skill development, as teachers prioritised measurable outputs over broader educational objectives (Glewwe et al., 2003). These international examples highlight the importance of context-sensitive and well-structured incentive systems that reinforce effort, professional growth, and collaboration rather than promoting narrow or short-term outcomes.

Within the South African context, systemic challenges further complicate teacher motivation. Despite substantial investment in education, learner performance remains uneven, and teacher quality and effort are repeatedly identified as key determinants (NEEDU, 2012; Spaull, 2011). Weak recognition structures, slow salary progression, and high workloads contribute to absenteeism, insufficient lesson preparation, and reduced discretionary effort (Bruns et al., 2011; ELRC, 2011). Teachers’ responses to incentives are also shaped by perceived competence and confidence; those who are confident in their abilities respond more positively to recognition and rewards, while less confident teachers may disengage when support is inadequate (Lazear, 2003). This evidence underscores the importance of differentiated, contextually appropriate motivational strategies that consider individual and collective teacher needs.

Comparative perspectives further illuminate sustainable motivation strategies. Finland’s education system demonstrates that high levels of professional autonomy, trust, and social prestige, supported by decentralised decision-making and strong teacher agency, can sustain teacher motivation without reliance on performance-based incentives (Simola, 2005; Auguste et al., 2010). While these conditions differ from South Africa, they underscore the importance of intrinsic motivators, professional recognition, and autonomy in fostering long-term teacher commitment. Conversely, in contexts with historically weak incentive structures, extrinsic motivators such as recognition, rewards, and mentoring are essential for maintaining engagement.

Mentoring and professional support are widely recognised as critical mechanisms for enhancing teacher motivation in enrichment programmes. Effective mentoring provides guidance, feedback, and role modelling, enabling teachers to build competence and confidence in implementing new initiatives (Ensher & Murphy, 2011; Ghosh & Reio, 2013). When combined with meaningful recognition, mentoring strengthens teachers’ sense of professional value and commitment, encouraging sustained engagement (Zahroh et al., 2025; Kasadha et al., 2025; Mutesasira, 2024). Recognition and rewards are most effective when they are timely, meaningful, and aligned with effort and professional growth, rather than narrowly linked to measurable outcomes alone (Skaalvik & Skaalvik, 2011; Christian & Sayed, 2023). Empirical studies consistently show that acknowledging teachers’ additional effort increases their willingness to invest time and energy in enrichment programmes, supporting programme fidelity and improving learner outcomes.

Overall, the literature demonstrates that teacher engagement in curriculum enrichment programmes is shaped by a complex interplay of intrinsic motivation, extrinsic recognition, professional support, and contextual constraints. Material resources and professional development are necessary but insufficient on their own; sustained implementation requires recognition and reward systems that are meaningful, fair, and aligned with teachers’ professional identities and workload realities. This study builds on these insights by examining how recognition, rewards, and motivation influence teachers’ engagement and commitment in the implementation of the Tsogo Sun Moves for Life chess programme in early childhood education. By linking classical motivational theories with contemporary evidence from African and international contexts, the study contributes to understanding the conditions necessary for sustaining enrichment initiatives in early childhood education, with implications for policy and practice in comparable contexts.

4. Materials and Methods

This study adopted a qualitative research design to explore teachers’ experiences and perceptions of implementing the Tsogo Sun Moves for Life chess programme in early childhood education. A qualitative approach was appropriate because it enables an in-depth examination of participants’ lived experiences and meanings, allowing for rich, contextualised insights into how recognition, rewards, and support structures influence teacher motivation and engagement (Creswell & Poth, 2018).

The study was conducted in selected early childhood education classrooms within the King Cetshwayo District, where the Tsogo Sun Moves for Life programme was piloted. Fourteen teachers participated in the study, comprising thirteen females and one male, with teaching experience ranging from seven to thirty-one years. All participants were actively involved in implementing the chess programme at the time of data collection. Participants were purposively selected based on the following criteria: (a) direct involvement in the Tsogo Sun Moves for Life programme, (b) experience in early childhood education, and (c) willingness to participate and share their experiences. Purposive sampling was appropriate as it enabled the selection of information-rich participants who could provide detailed and relevant accounts of programme implementation, associated challenges, and perceived benefits.

Data were generated through semi-structured interviews, classroom observations, and document analysis. The use of multiple data sources enabled methodological triangulation, thereby strengthening the credibility of the study. Semi-structured interviews allowed participants to reflect on their experiences while providing flexibility for probing emerging issues. Interview questions focused on teachers’ perceptions of recognition and rewards, the nature of support received from programme coordinators, challenges related to balancing the chess programme with the CAPS curriculum, and the influence of these factors on their motivation and classroom engagement. All interviews were audio-recorded, transcribed verbatim, and checked against the recordings to ensure accuracy. Data collection continued until data saturation was reached, indicated by the repetition of ideas and the absence of new insights in subsequent interviews.

Data were analysed using thematic analysis following Braun and Clarke’s (2006) six-phase framework to ensure a systematic and transparent analytical process. First, the researcher familiarised themselves with the data through repeated reading of transcripts and observation notes. Second, initial codes were generated inductively by identifying meaningful segments of data related to teacher motivation, recognition practices, institutional support, and implementation challenges. Third, related codes were compared and clustered into preliminary categories. These categories were then examined to identify broader patterns of meaning, which were then used to develop themes. In the fourth and fifth phases, themes were reviewed, refined, and clearly defined to ensure internal coherence, distinctiveness, and alignment with the study’s research questions. The final phase involved integrating the themes into a coherent analytical narrative that explains how recognition, rewards, and support structures shaped teachers’ experiences of implementing the chess programme.

Trustworthiness was ensured through several strategies. Credibility was enhanced through prolonged engagement with participants, member checking, and triangulation of interview, observation, and document data. Dependability and confirmability were supported by maintaining a detailed audit trail documenting data collection procedure, coding decisions, and theme development, as well as through reflexive consideration of the researcher’s positionality and potential biases. Transferability was addressed by providing thick, contextual descriptions of the research setting, participants, and methodological processes, enabling readers to assess the applicability of the findings to similar contexts.

Ethical considerations were central to the study. Ethical clearance was obtained from the institutional research ethics committee (ethical clearance number: 17110-030 PGD 2017/169), the KwaZulu-Natal Department of Education, and Tsogo Sun Moves for Life. Participants were informed about the study’s purpose, assured of confidentiality and anonymity, and advised that participation was voluntary. Written informed consent was obtained prior to data collection, and pseudonyms were used in reporting the findings. Using this qualitative methodological approach, the study generated a nuanced, analytically grounded understanding of teachers’ experiences in the King Cetshwayo District, particularly regarding how recognition, rewards, and support mechanisms influence the implementation and sustainability of the Tsogo Sun Moves for Life chess programme in early childhood education.

5. Findings

The analysis of teachers’ experiences revealed four interrelated themes concerning rewards and recognition in the implementation of the Tsogo Sun Moves for Life chess programme: lack of recognition; appreciation of involvement; support and resources; and impact on motivation and engagement. Together, these themes demonstrate how recognition practices, alongside structural support, shape teachers’ motivation and sustained engagement with the programme.

5.1. Lack of Recognition

Participants consistently reported that the additional effort required to integrate chess into classroom practice was not adequately recognised. Teachers described investing extra time in planning, preparation, and instruction, yet perceived that this effort remained largely invisible within both school and programme structures. One participant expressed this frustration clearly: “It is discouraging not to get recognition for extra work that you do… if you are not appreciated, you do not give the extra effort and go an extra mile” (Participant B).

This perceived invisibility contributed to feelings of inequity, particularly when teachers compared their workload with that of colleagues not involved in the programme. As Participant F noted, “We put in hours preparing lessons and teaching chess, but no one really notices.” These accounts indicate that the absence of formal recognition weakened teachers’ willingness to sustain discretionary effort. Analytically, the lack of recognition functioned as a demotivating factor, undermining teachers’ sense of professional value and emotional engagement, despite their initial enthusiasm for the programme.

5.2. Appreciation of Involvement

Some participants acknowledged recent efforts by programme organisers to introduce certificates of appreciation. These certificates were generally welcomed as a symbolic gesture of acknowledgment. As Participant F explained, “For the first time this year, we got certificates of appreciation.” However, teachers differed in how meaningful they found this form of recognition.

While some participants valued the symbolic affirmation, others felt that certificates alone did not adequately reflect the extent of their additional workload. Participant A captured this sentiment by stating, “The certificate is nice, but I would really appreciate something more concrete to show that our extra work is valued.” For several teachers, symbolic recognition without material or professional benefit had limited motivational impact. This suggests that while acknowledgment was important, recognition perceived as largely symbolic did not sufficiently reinforce sustained commitment, particularly in demanding teaching contexts.

5.3. Support and Resources

Access to resources and programme support emerged as a consistently positive feature of the Tsogo Sun Moves for Life initiative. Teachers highlighted the availability of chess sets and instructional materials as enabling effective classroom implementation. One participant noted, “We have enough chess sets for every learner, and the magnetic boards really make it easier to teach chess” (Participant G).

Participants also valued the accessibility of the programme coordinator, which enhanced confidence and reduced anxiety when teaching chess. As Participant H explained, “It’s reassuring to know that support is just a call away.” However, despite these positive experiences, teachers indicated that support and resources did not fully offset the motivational impact of limited recognition. This distinction highlights that while support strengthened teachers’ capacity and competence, it did not necessarily sustain motivation in the absence of meaningful acknowledgment.

5.4. Impact on Motivation and Engagement

Teachers’ motivation and engagement with the chess programme were shaped by the interaction between intrinsic enjoyment, recognition, and workload pressures. Participants expressed satisfaction in teaching chess and observing learner progress, indicating strong intrinsic motivation. However, this motivation was often strained by perceptions of excessive workload and insufficient acknowledgment. As Participant I explained, “I enjoy teaching chess and seeing the learners learn, but some days it feels like too much extra work without any reward.”

Participants described adjusting their engagement in response to these pressures, including deprioritising chess lessons when CAPS demands intensified. Motivation was therefore conditional rather than stable. As Participant J emphasised, “Recognition isn’t just about the certificate; it’s about knowing that someone values your effort.” These findings suggest that intrinsic motivation alone was insufficient to sustain long-term engagement and that meaningful recognition played a critical role in maintaining teachers’ commitment to the programme.

6. Discussion

This study examined how rewards, recognition, and support structures influence teachers’ motivation to implement the Tsogo Sun Moves for Life chess programme in early childhood education classrooms in the King Cetshwayo District. Guided by Self-Determination Theory (Deci & Ryan, 1985) and Herzberg’s Two-Factor Theory of Motivation (Herzberg et al., 1959), the discussion interprets the findings to explain not only what teachers experienced, but why these experiences shaped their sustained engagement with the programme.

Addressing the first research question: How do rewards and recognition affect teachers’ motivation to implement chess in early childhood education? The findings demonstrate that insufficient recognition significantly undermined teachers’ ability to sustain engagement, even when intrinsic motivation was initially strong. From a Self-Determination Theory perspective, teachers derived intrinsic satisfaction from teaching chess and observing learner progress, reflecting internalised motivation. However, this intrinsic motivation gradually weakened due to unmet psychological needs for competence and relatedness when teachers’ additional efforts went unnoticed within institutional structures. Recognition, therefore, functioned as a social signal affirming professional competence and belonging, and its absence diminished motivation over time.

Herzberg’s Two-Factor Theory provides complementary explanatory power. The lack of recognition operated as a hygiene factor, generating dissatisfaction and constraining teachers’ willingness to invest discretionary effort. Although teachers valued the educational purpose of the chess programme, the absence of acknowledgment limited the motivational effect of this intrinsic interest. This finding reinforces Herzberg’s assertion that intrinsic motivators cannot fully compensate for the absence of basic hygiene factors such as recognition and fair treatment. Teachers’ disengagement was thus not indicative of resistance to innovation, but rather a rational response to unacknowledged professional labour.

These findings are consistent with the existing literature, which shows that teacher motivation is closely tied to perceived professional value and acknowledgment of effort (Skaalvik & Skaalvik, 2011; Frase, 2015). When enrichment activities are layered onto already demanding curricula without corresponding recognition, teachers are more likely to prioritise core curriculum obligations. International studies similarly demonstrate that incentive structures influence teacher engagement when recognition is aligned with sustained professional effort rather than short-term performance (Lavy, 2009; Muralidharan & Sundararaman, 2011; Bruns et al., 2011). Conversely, evidence from Kenya shows that poorly designed incentives can distort effort without supporting long-term motivation (Glewwe et al., 2003). The present study extends this literature by showing that in enrichment programmes, the absence of recognition can be as demotivating as poorly designed incentives.

The second research question: What types of recognition and support encourage sustained teacher engagement in chess programmes? revealed that symbolic recognition, material resources, and coordinator support play distinct but interrelated roles. Certificates of appreciation provided acknowledgment and temporarily boosted morale, yet they lacked sufficient reinforcing power to sustain engagement under increased workload. Within Herzberg’s framework, such symbolic recognition offered limited motivational value when not accompanied by tangible or professionally meaningful benefits. From an SDT perspective, symbolic gestures affirmed relatedness but did not adequately support teachers’ autonomy or sense of competence in managing competing curricular demands.

Support structures and resources, including teaching materials and coordinator availability, enhanced teachers’ confidence and instructional capacity. These forms of support satisfied elements of competence by enabling effective implementation and reducing instructional anxiety. However, the findings indicate that support alone did not compensate for insufficient recognition. This distinction underscores that motivation and capacity, while related, are not interchangeable. Teachers may feel capable of implementing a programme yet remain insufficiently motivated to prioritise it without meaningful acknowledgment of their additional effort.

Workload pressures emerged as a critical moderating factor shaping the effectiveness of both recognition and support. Teachers perceived chess instruction as an added responsibility competing with CAPS requirements, which constrained their autonomy over instructional time. From a Self-Determination Theory perspective, this reflects controlled rather than autonomous motivation, where participation is shaped by external demands rather than internal endorsement. The findings suggest that recognition strategies are most effective when embedded within broader workload management and professional development structures, rather than implemented as isolated gestures.

Overall, the study confirms that rewards and recognition are central to sustaining teacher engagement in enrichment programmes such as the Tsogo Sun Moves for Life chess initiative. While resources and mentorship facilitate implementation, they do not substitute for meaningful acknowledgment of professional effort. Effective motivation requires a balanced approach that supports teachers’ intrinsic enjoyment of teaching while reinforcing it through fair, tangible, and contextually appropriate recognition. In resource-constrained educational contexts, such as many South African public schools, differentiated and meaningful recognition strategies are particularly important for sustaining teacher commitment, programme fidelity, and long-term educational impact.

7. Recommendations

The findings of this study indicate that teacher motivation and sustained engagement in the Tsogo Sun Moves for Life chess programme are shaped by a combination of meaningful recognition, tangible incentives, and supportive institutional structures. While certificates of appreciation were valued, participants consistently noted that symbolic recognition alone was insufficient to sustain long-term commitment, highlighting the need for low-cost, tangible incentives such as modest gift vouchers, small stipends linked to participation, or professional development credits that acknowledge teachers’ additional workload in resource-constrained South African contexts. At the same time, symbolic recognition should be strengthened through institutional visibility by publicly acknowledging teachers’ contributions during staff meetings, in school newsletters, or during formal certificate presentations in the presence of school leadership, thereby enhancing teachers’ sense of professional value without a significant financial burden. Support and mentorship structures should be aligned with teachers’ time constraints by integrating guidance and feedback into existing school routines, such as staff development sessions or cluster meetings, rather than relying on ad hoc support. Given the pressure to prioritise CAPS curriculum coverage, school management teams and programme coordinators should also address workload challenges explicitly by exploring formal timetabling options for enrichment activities or integrating chess concepts into existing learning areas. In recognition of variations in teachers’ capacity, confidence, and responsiveness to incentives, differentiated recognition strategies, such as team-based, effort-based, or context-sensitive rewards, should be implemented to promote fairness and encourage broad participation. Finally, ongoing feedback and monitoring mechanisms are essential to ensure that recognition and support strategies remain responsive to teachers’ evolving needs, thereby strengthening sustainability, teacher commitment, and programme fidelity. Collectively, these recommendations underscore that sustainable enrichment programmes in early childhood education require contextually appropriate, empirically grounded recognition systems that acknowledge teachers’ professional contributions and additional effort.

8. Conclusions

This study explored the role of rewards and recognition in motivating teachers to implement the Tsogo Sun Moves for Life chess programme in early childhood education classrooms in the King Cetshwayo District. The findings demonstrate that while teaching resources and coordinator support facilitate programme implementation, they are insufficient on their own to sustain long-term teacher engagement. Teachers’ motivation was strongly shaped by whether their additional effort was meaningfully acknowledged, with symbolic recognition, such as certificates, proving inadequate without complementary tangible incentives. The study contributes to the existing literature by demonstrating how intrinsic motivation, such as the enjoyment of teaching chess, interacts with extrinsic factors, including recognition and rewards, within the context of enrichment programmes in South African schools. Drawing on Self-Determination Theory and Herzberg’s Two-Factor Theory, the findings illustrate that sustained engagement depends on both the fulfilment of teachers’ psychological needs and the perceived fairness of the effort–reward exchange. In practice, the study highlights the need for contextually appropriate recognition strategies that take into account teachers’ workload, curriculum pressures, and resource constraints. Integrating tangible incentives alongside symbolic recognition and ongoing support can enhance programme fidelity and sustainability. However, this study is limited by its focus on a single district and reliance on self-reported data. Future research could extend this work by examining learner outcomes, comparing multiple programme sites, or exploring how different incentive structures influence teacher motivation over time. Together, these insights provide guidance for strengthening enrichment initiatives, such as the Tsogo Sun Moves for Life chess programme, in early childhood education settings.