Teachers’ Attitude Towards Department of Education Awards’ Mechanism
Irene R. David
Abstract
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.
Keywords
DepEd awards mechanism, teachers’ attitude, and awards’ and recognition
Author information & Contribution
Disclosure statement
No potential conflict of interest was reported by the author(s).
Funding
This work was not supported by any funding.
AI Declaration
Notes
This paper is presented in 4th International Conference on Multidisciplinary Industry and Academic Research (ICMIAR)
Acknowledgement
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Cite this article:
David, I.R. (2023). Teachers’ Attitude Towards Department of Education Awards’ Mechanism. Industry and Academic Research Review, 1 (1), 128-133.
License:
This work is licensed under a Creative Commons Attribution (CC BY 4.0) International License.
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