Theoretical frameworks for educational incentives in Mozambique's primary schools are limited, with a need to develop a comprehensive model that considers performance outcomes and cost-benefit analysis. Theoretical models will be developed based on existing literature in educational economics and incentives theory, with an emphasis on African contexts. The proposed theoretical model will serve as a foundation for empirical research, providing insights into optimal incentives for Mozambican primary school teachers. Policy makers should consider the feasibility of implementing such incentive structures in Mozambique’s education system.