Abstract

This study investigated the relationships among salary, physical resources, teacher quality, and teachers’ productivity in the context of secondary schools in Kinshasa City, Democratic Republic of the Congo. The background revealed a critical need to understand how these factors intersected to enhance educational outcomes in a challenging socio-economic environment. Using a cross-sectional research design, the study employed both purposive and random sampling methods to select schools and participants. Data collection included administering questionnaires to teachers to assess salary perceptions and resource adequacy, conducting interviews with educators and administrators to explore teacher quality, and employing observations to understand classroom dynamics. Quantitative analysis involved using SPSS to derive frequencies and percentages, which provided a clear understanding of the prevalence and distribution of key issues explored in the study, while qualitative data were thematically analysed to provide deeper insights into the perceptions and experiences of educators. Initial findings indicated that higher salaries and improved physical resources positively impacted teachers’ productivity, with teacher quality playing a pivotal role. Consequently, the study concluded that targeted interventions such as salary enhancements, infrastructure improvements, and professional development initiatives were crucial for fostering a conducive environment that supported teachers’ productivity and enhanced educational quality in Kinshasa’s secondary schools. Recommendations included implementing competitive salary structures, allocating resources effectively, and investing in continuous teacher training programs to optimize educational outcomes in the region.