This study determined the teacher’s attitude towards Department of Education (DepEd) awards’ mechanism for three public secondary schools in the Division of Antique for the school year 2022-2023. This study used the causal-comparative research design limited to randomly selected public secondary school teachers of Division of Antique with permanent/regular plantilla positions. The teacher-respondents were female with the age bracket of 24-40 years old and have masteral units. They were married, and Teacher I in position in the DepEd with 20 years and above in the teaching or service. They received only 1-3 times number of awards with take-home pay of between 10, 001 – 15, 000. The findings revealed that the attitude towards DepEd awards’ mechanism with respect to career advancement, personal satisfaction, social recognition, and monetary gratification was “favorable”. There is significant difference on teachers’ attitudes towards DepEd awards’ mechanism when grouped according to gender, age, highest educational attainment and teaching position in terms of career advancement, personal satisfaction, social recognition and monetary gratification. The findings imply that regardless of sex, the teachers' highest educational attainment and years of service in teaching determine the number of awards and recognitions teachers received.
DepEd awards mechanism, teachers’ attitude, and awards’ and recognition
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Andrews, H. (2011). Supporting quality teachers with recognition. Australian Journal of Teacher Education, 36(12), 59-70. Retrieved March 14, 2018, from https://files.eric.ed.gov/fulltext/EJ954843.pdf
Danish, R. Q., & Usman, A. (2010). Impact of reward and recognition on job satisfaction and motivation: An empirical study from Pakistan. International Journal of Business and Management, 5(2), 159.
Deci, E. L., & Ryan, R. M. (2015). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Dinham, S., & Scott, C. (2002). Awards for teaching excellence: Intentions and realities. Association for Research in Education, 1-32.
Evans, J. R., & Mathur, A. (2015). The value of online surveys. Internet Research, 15(2), 195- 219.
Fitzpatrick, M., & Moore, S. (2015). Exploring both positive and negative experiences associated with engaging in teaching awards in a higher education context. Innovations in Education and Teaching International, 52(6), 621-631.
Galaz-Fontes, J. F., & Gil-Antón, M. (2013). The impact of merit-pay systems on the work and attitudes of Mexican academics. Higher Education, 66(3), 357-374.
Gemeda, F. T., & Tynjälä, P. (2015). Exploring teachers’ motivation for teaching and professional development in Ethiopia: voices from the field. Journal of Studies of Education, 5(2).
Glaser, B. G., & Strauss, A. L. (2017). Discovery of grounded theory: Strategies for qualitative research. New York: Routledge.
Haile, A. (2017). Leadership styles at Haramaya University and implications for corporate success. East African Journal of Sciences, 11(1), 51-58.
Heneman, H. G. (2018). Assessment of the motivational reactions of teachers to a school-based performance award program. Journal of Personnel Evaluation in Education, 12(1), 43- 59.
Hodges, T. (2017, May 08). Why appreciating teachers is more important than you think. Retrieved March 31, 2018, from http://news.gallup.com/opinion/gallup/210041/whyappreciating-teachers-important-think.aspx?version=printc
Kanuha, V. K. (2020). “Being” native versus “going native”: Conducting social work research as an insider. Social Work, 45(5), 439-447.
Kelley, C. (2019). The motivational impact of school-based performance awards. Journal of personnel evaluation in education, 12(4), 309-326.
Kosfeld, M., & Neckermann, S. (2021). Getting more work for nothing? Symbolic awards and worker performance. American Economic Journal: Microeconomics, 3(3), 86-99.
Lawler, E. E. (2013). Treat people right. San Francisco: Jossey-Bass Inc. McGraw-Hill Irwin.
McCollum, S. (2021). How Merit Pay Improves Education. Educational leadership, 58(5), 21-24.
Naqvi, R., Malik, F., & Mahmood, Q. (2013). The impact of promotions, recognition and autonomy and pay incentives on job satisfaction: A case of banking sector employees in Pakistan. European Journal of Business Management, 5(5), 187-193.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary educational psychology, 25(1), 54-67.
Sauro, J. (2015). 5 Types of Qualitative Methods. Measuring U. Retrieved May 27, 2018, from https://measuringu.com/qual-methods/
Small, M. L. (2019). How many cases do I need?: On science and the logic of case selection in field-based research. Ethnography, 10(1), 5-38.
Stewart-Banks, B., Kuofie, M., Hakim, A., & Branch, R. (2015). Education leadership styles impact on work performance and morale of staff. Journal of Marketing and Management, 6(2), 87.
Taylor, S. J., Bogdan, R., & DeVault, M. (2015). Introduction to qualitative research methods: A guidebook and resource. Hoboken, NJ: John Wiley & Sons.
Van Note Chism, N. (2016). Teaching awards: What do they award? The Journal of Higher Education, 77(4), 589-617.
Velasquez, A. Causal comparative Research, Market Research Journal, The Journal of Experience, Software Edition. 2022
Weiss, R. S. (2015). Learning from strangers: The art and method of qualitative interview studies. New York, NY: Simon and Schuster.
Cite this article:
David, I.R. (2023). Teachers’ Attitude Towards Department of Education Awards’ Mechanism. Industry and Academic Research Review, 4 (1), 128-133.
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
