Quality education depends on many factors,among which teaching emerges as a critical one. According to the UN,quality teachers have positive effects on the socioeconomic status of children 20-30 years down the line. Our research will investigate how pecuniary and non-pecuniary incentives affect teachers effort and students academic performance in a subset of Public Secondary Schools in Lagos,Nigeria,using a “peer pressure” system,where groups of teachers are made to hold each other accountable.