DISCUSSION

EXAMINING THE ROLE OF RECOGNITION AND REWARDS IN TEACHER MOTIVATION

The proposed study on examining the role of recognition and rewards in teacher motivation addresses a
critical aspect of teacher well-being and its potential impact on educational outcomes. The introduction
effectively highlights the significance of teacher motivation in shaping the quality of education and student
outcomes. By identifying recognition and rewards as key motivators, the study acknowledges the need to
explore these factors in-depth to inform educational policies and practices.

The literature review provides a comprehensive overview of existing studies, drawing on research by Haile
(2017), Hodges (2017), Comighud and Arevalo (2020), and Asgari et al. (2017). The review covers a range
of perspectives, from alternative forms of promotion to the impact of teacher motivation on job performance
and the correlation between motivation and the desire to stay in a job. The inclusion of studies from
different contexts, such as the Philippines, adds a cross-cultural dimension to the understanding of teacher
motivation.

The purpose of the study is clearly articulated, emphasizing the need to identify specific types of
recognition and rewards that are most effective in motivating teachers. The focus on a qualitative
investigation, using in-depth interviews and thematic analysis, aligns with the complexity of the research
question. By delving into the lived experiences and perspectives of teachers, the study aims to provide
nuanced insights that can inform the development of targeted strategies to enhance teacher motivation.

The significance of the study is well-stated, recognizing the crucial role teachers play in shaping the future
and the potential impact of teacher motivation on student learning outcomes. The study rightly identifies
recognition as a powerful intrinsic motivator and rewards as extrinsic motivators, emphasizing their
potential influence on job satisfaction and performance. The broader implications for educational policies,
school management, and professional development programs are well-acknowledged, positioning the study
as contributing to the overall improvement of the education system.
The research questions are focused and aligned with the study's purpose, covering the relationship
between recognition and teacher motivation, effective types of recognition and rewards, impact on job
satisfaction, perceived barriers, and strategies for enhancing the effectiveness of recognition and reward
systems. These questions provide a clear roadmap for the investigation, ensuring a comprehensive
exploration of the factors influencing teacher motivation.

The nature and limitations of the study are transparently presented, recognizing the strengths and potential
constraints. The choice of qualitative research is justified for its ability to capture the richness of teachers'
experiences, but the potential lack of generalizability is acknowledged. The acknowledgment of potential
bias and social desirability effects in self-report measures adds to the study's credibility. Despite these
limitations, the study is positioned as a valuable exploration of the role of recognition and rewards in
teacher motivation.

The methodology is well-justified, with a clear rationale for choosing a qualitative approach and employing
in-depth interviews and thematic analysis. The decision to include various data collection methods, such as
interviews and surveys, adds depth and comprehensiveness to the study. The target population and
sample size are well-defined, with a purposive sampling method ensuring the inclusion of teachers with
relevant experiences related to recognition and rewards.

In conclusion, the proposed study on examining the role of recognition and rewards in teacher motivation is
well-structured and addresses a significant gap in the literature. The introduction, literature review, purpose,
research questions, and methodology form a cohesive framework for conducting a valuable investigation.
This study has the potential to provide practical insights for educators, administrators, and policymakers,
contributing to the development of effective recognition and reward systems that foster a motivated and
engaged teaching workforce.