The study, from which this article is derived, was partly triggered by the need to find teacher reward practices which can promote educational quality. Two of the specific objectives are handled here: To examine the relationship between prevalent teacher reward practices and teachers’ motivation; and to examine the relationship between these practices and quality teaching. Based on pragmatism, the study was conducted in 23 secondary schools through a cross-sectional concurrent mixed methods research design, over a sample of 368 participants, using stratified random and purposive sampling. Data collected using questionnaires, interviews and documentary analysis was analysed using themes, frequency distributions, and Chi-square test of independence. Findings indicated that several reward practices are positively associated with teacher motivation and quality teaching. It was concluded that the variety of reward practices which are associated with teachers’ motivation and teaching behavior reflects the complexity of teacher motivation, implying that reward managers may not effectively sustain teacher motivation and instructional quality unless teachers’ cooperation is well utilized. It was then recommended that each school should establish a teacher-governed rewards committee which can facilitate the participation of all teachers in merit-based reward decisions and enhance the trustworthiness of the school’s reward practice. In this respect, every school should endeavor to allocate feasible funds for teachers’ merit incentives, since the activities of the proposed rewards committee cannot be possible unless the resources required to finance the reward programs entrusted to the committee are assured.