Abstract: This purpose of this study was to assess the influence of the principals’ strategy of recognition of teachers’ hard work on job performance in Langata Sub-County, Nairobi County, Kenya. The study adopted Herzberg’s motivational hygiene theory. It employed a mixed-method research approach and a convergent parallel mixed method design to collect quantitative and qualitative data. Purposive sampling technique was used to select Langata Sub-County, while the Census method was used to select all the public secondary schools under the Sub-County, and their principals. A proportionate stratified random sampling technique was applied to select the teachers, while proportionate and simple random sampling techniques were used to select the Form Four students. The target population was drawn from three public secondary schools within Langata Sub-County, targeting three principals, 80 teachers and 163 Form four students, making a total population of 246 respondents. Questionnaires were used to collect quantitative data from the teachers and the students, while interview guides were utilized to collect qualitative data from the school principals. Content and face validity were used to validate the research tools. A pilot study was conducted in a public secondary school with similar characteristics in a nearby Sub-County. The reliability of the instruments was tested using Spearman’s Correlation coefficient, and a score of 8.0 was obtained. Quantitative data were analyzed with the aid of the Statistical Package for Social Sciences (SPSS version 24) using descriptive statistics and were reported in frequency tables, graphs, and charts. Qualitative data were analyzed using thematic analysis and grouped through content analysis. Data were presented in themes supported by direct quotes. Ethical considerations were strictly adhered to. The findings revealed that to some extent, the school principals implored measures for recognition of teachers’ hard work to enhance effective job performance and motivation. However, some of the teachers believed there was a disconnect concerning teachers’ recognition. Some teachers stated that they did not get any or little recognition. Furthermore, in some schools, it was revealed that most school principals tend to favor few teachers and often prefer monetary rewards. Therefore, there is a need for more effective and visible recognition for teachers to enhance their job performance and motivation in schools. 

Keywords: Principal’s strategy, Recognition, Teachers’ job performance, communication, resource allocation, professional development and academic achievement