JenniferMovsessian Fall2018

DocuSign Envelope ID: B687EBF2-D257-4455-A0F1-55EFBAE1829C THESIS
CALIFORNIA STATE UNIVERSITY SAN MARCOS
THESIS SIGNATURE
THESIS SIGNATURE PAGE
PAGE
THESIS
PROJECTSUBMITTED
SUBMITTEDININ
PARTIAL FULFILLMENT
PARTIAL FULFILLMENTOF
OFTHE
THEREQUIREMENTS
REQUIREMENTSFOR
FORTHE
THEDEGREE
DEGREE
MASTER OF ARTS IN EDUCATION
TITLE: The Need for Teacher Recognition and its Impact on School Culture
AUTHOR(S): Jennifer Movsessian
DATE OF SUCCESSFUL DEFENSE: 10/10/2018
THE THESIS
PROJECTHAS
HASBEEN
BEENACCEPTED
ACCEPTEDBY
BYTHE
THETHESIS COMMITTEE
PROJECT IN IN
COMMITTEE
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
MASTER OF ARTS IN EDUCATION
Dr. Lorri M J Santamaría 10/15/2018

COMMITTEE CHAIR SIGNATURE DATE
Courtney Cotten
G DocuSigned by;
(p~ {pfiuA,
3S9CF1F7ED1 24E\0 ...
10/15/2018
COMMITTEE MEMBER SIGNATURE DATE

NEED FOR TEACHER RECOGNITION 1
The Need for Teacher Recognition and its Impact on School Culture
by
Jennifer Movsessian
A Research Paper
Submitted in Partial Fulfillment of the
Requirements for the
Master of Arts Degree
in
Education
California State University San Marcos
Fall, 2018
Thesis Abstract
Research on schools has underscored the importance of teacher praise and the impact
such recognition can have on teacher commitment and the overall culture of the school. First this
study's review of pertinent literature explores the types of recognition systems that currently exist
in schools and in the workforce. These systems include monetary awards, nominations and
awards, private recognition, and promotions. Then, through the administration of initial
interviews, surveys, and post interviews, teacher opinions on recognition systems were collected.
This process involved the participation of 25 teachers from ABC school. Through this study, it
was determined that educators at ABC School desire recognition for their actions. These actions
include advancement in student performance, ability to build relationships, and improvements to
the functions of the school.

Acknowledgments
My sincere gratitude to the professors in the department of Educational Administration.
You challenged me every day and helped shape me as a school leader. This program has taught
me more than I could have ever imagined. These educators have shown me what it means to be
dedicated to this field.
I am grateful to all those with whom I have had the pleasure of working with to complete
this project. Without their patience and willingness to participate, this study would not be
possible.
Finally, this work would not have been possible without the support of my family.
Financially, emotionally, and physically they have been there to support me through this process.
I am indebted to my sister, Henrietta, for reading every piece of my thesis and providing me
constructive criticism through this process. She has been a positive role model in my life and
always inspires me to do better. Most importantly, I wish to thank my loving and supportive
husband, Viken. The time and space he provided me each week allowed me to make one of my
dreams a reality.
Table of Contents
Thesis Abstract.............................................................................................................................. 2
Acknowledgments ......................................................................................................................... 3
Chapter One: Definition of Problem........................................................................................... 5
Purpose of Research/Statement of the Problem .......................................................................... 6
Preview Literature....................................................................................................................... 6
Preview Methodology................................................................................................................. 7
Summary of Chapter ................................................................................................................... 8
Definitions................................................................................................................................... 8
Chapter Two: Review of the Literature...................................................................................... 9
Overview of the Literature........................................................................................................ 10
Summary ................................................................................................................................... 22
Chapter Three: Methodology .................................................................................................... 25
Design ....................................................................................................................................... 26
Participants................................................................................................................................ 28
Setting ....................................................................................................................................... 30
Instruments................................................................................................................................ 31
Procedures................................................................................................................................. 33
Analysis..................................................................................................................................... 35
Summary of Chapter ................................................................................................................. 36
Chapter Four: Data Analysis ..................................................................................................... 38
Data Presentation and Analysis ................................................................................................ 38
Interpretations ........................................................................................................................... 44
Conclusion ................................................................................................................................ 45
Chapter Five: Thesis Recommendations .................................................................................. 46
Finding Summary/ Interpretations ............................................................................................ 46
Lessons Learned and Educational Implications........................................................................ 47
Limitations of Research ............................................................................................................ 49
Conclusion ................................................................................................................................ 50
Appendix A: Questions............................................................................................................... 55
Interview Questions - Before Surveys ...................................................................................... 55
Survey Questions ...................................................................................................................... 55
Interview Questions - After Surveys......................................................................................... 56
Appendix B: Letters of Invitation ............................................................................................. 57
Participation in Survey.............................................................................................................. 57
Participation in Interviews ........................................................................................................ 58
Chapter One: Definition of Problem
Being recognized for what you do makes many people feel valued. In the school setting,
most teachers are not rewarded for the countless hours they spend preparing for their
students. Receiving an award or recognition may increase loyalty and productivity. It may also
impact the school culture and climate. In an effort to determine what teachers are seeking, this
study will collect data from a school that will be referred to as ABC School. In doing so, the
research will shed light on the impact recognition has on a school’s culture.
On their mid-year survey, teachers at ABC School reported that they did not feel
members of the school leadership team recognized their work. After receiving these results, the
school leader was interested in better understanding how they could support the teaching staff
and make teachers feel recognized. After a discussion with the principal about ways to recognize
teachers, this case study was born.
Were teachers interested in receiving a pat on the back or verbal recognition when
working with school leadership or were they interested in receiving formal recognition amidst
their peers? The purpose of award giving or recognition is important to uncover, as it will
determine the type of acknowledgement necessary. Recognition can come in the form of verbal
praise, awards, and monetary incentives.
Through this investigation, one will discover some of the types of recognition teachers
are looking for and some of the ways in which these recognition mechanisms may impact the
culture of the school. This study will first consider the findings of others as presented in related
scholarly articles and essays. Then, through the use surveys and interviews, there will be a better
understanding of the impact recognition can have on the teaching profession. Finally, I will
present ways in which this information could potentially be used by school leaders and will make
recommendations for its use. Given the issue, context, and question elaborated above, it is
necessary to consider what previous research has determined regarding this topic.
Purpose of Research/Statement of the Problem
In a profession where teacher burnout is a major issue, it is necessary to determine ways
to motivate and encourage individuals to continue doing this difficult work. When a teacher is
motivated, it is more likely for them to have a positive impact on students and the school. This
may also make the work environment more pleasant. In order to best support teachers, it is vital
to understand what forms of recognition teachers seek. In addition, when such recognition
systems are introduced, it is important to understand how the system may alter the environment.
The goal of this study is to determine the types of recognition systems in which teachers are
interested. In addition, the study will suggest recommendations for ABC School and other
schools that aim to recognize their teachers.
Preview Literature
Before beginning this study, it is necessary to consider literature that currently exists on
this topic. In order to do so, different forms of recognition being utilized on school sites will be
taken into account. For example, Heneman (1988) describes monetary rewards and the impact
they have on the community. In addition, recognition can come in the form of awards,
nominations, private recognition, and promotions. While different forms of recognition exist,
some forms produce negative outcomes. Jealousy and stress are negative consequences
associated with recognition (Dinham & Scott, 2002). Positive outcomes also exist. For example,
leaders are able to define what appropriate teaching looks like and what constitutes subpar
performance when giving recognition to staff members (Haile, 2017). All in all, the literature
reviewed reflects the notion that positive impact of recognition is greater than its negative
consequences.
Preview Methodology
The data for the study was gathered through a mixed methods model. Using this model,
both qualitative and quantitative data was collected. As Creswell (2003) argues, this method is
appropriate as it allows for multiple perspectives to be collected when exploring a
phenomenon. In this case, the phenomenon is around types of teacher recognition.
In addition, this study makes use of qualitative data before collecting quantitative data in
order to inform the questions on the survey. Finally, after these two data points were collected,
changes in the environment were introduced. The introduction of recognition systems on school
site was followed by qualitative data collection through the form of interviews to better
understand the change in school culture.
This research can improve the educational system because it attempts to better understand
what educators need with regard to rewards for their work. By uncovering this, school leaders
can find superior ways to support their staff. Also, this research examines ways in which
recognition systems will impact school culture. The culture of the school impacts not only the
educators but all of the stakeholders as well. Students, teachers, administrators, families and the
community at large benefit from a positive school culture. By considering the recommendations
made in their study, schools can modify their systems to support their teachers.
This study builds on existing literature and fills in the gap when it comes to recognition
systems in primary education. While many systems of this nature exist in the general workforce
and in colleges and universities, there is a paucity of research on the impact recognition has on
elementary and middle schools. By applying the findings from this study, school leaders may
better understand what educators desire and how changes will impact the culture of the school.
Summary of Chapter
For this consideration of the need for teacher recognition, a clear purpose is established
by outlining the problem. Next the purpose of the study will be defined followed by a review of
the literature, and presentation of the methods employed in the study. The review of pertinent
literature explores the types of recognition systems that currently exist in schools and in the
workforce. These systems include monetary awards, nominations and awards, private
recognitions, and promotions. In addition, the review of literature explores the impact such
systems have on employees and the workplace. More specifically, the review explores the
positive and negative outcomes of recognition systems on school sites.
Definitions
a. Burnout: Also known as teacher burnout, this concept can be defined as a state of
chronic stress that causes exhaustion and a feeling of failure that ultimately causes
teachers to leave the profession.
b. Private recognition: When employees receive recognition from a peer or supervisor
away from other employees or stakeholders.
c. Recognition: Acknowledgment of someone’s actions. Forms of recognition include
monetary awards, certificates, private conversations, and so on.
d. School Culture: The norms, relationships, attitudes and rules that make up the school. It
includes the feeling of comfort and safety on a school site.

Chapter Two: Review of the Literature
Teaching is a profession where burnout is a major issue, as such, it is necessary to
determine ways to motivate and encourage individuals to continue doing what is considered to be
difficult work as compared to many other professions. Herzberg, in his Motivation-Hygiene
theory defined factors that motivate workers to produce a higher quality of work. These factors
include achievement, responsibility, recognition, advancement, and challenging work (Gemeda
& Tynjälä, 2015). As educational leaders determine ways to bring about higher quality work that
leads to better performing schools, Herzberg’s (1966) defined factor of recognition makes sense
for the purposes of analysis.
“To be motivated means to be moved to do something” (Ryan & Deci, 2000, p. 54). In
an effort to better understand the impact recognition has on people, it is necessary to look to
literature to define the types of motivation that exists.
Intrinsically, the teaching profession provides a multitude of things that drive individuals
to do the work. When test scores are improved and when students verbalize understanding, some
educators are driven to further improve their practice and dedicate countless hours to the
profession. Receiving recognition for one’s intrinsic work logically reinforces performance.
Extrinsic motivations, defined as doing something because it will bring about a separate
outcome, can also be used to drive employees to work harder (Deci & Ryan, 1985). When a
teacher is motivated, it may be possible for him or her to have a positive impact on students
(Andrews, 2011). Consequently, This may also make the work environment more pleasant.
Educational leaders should have the tools to best support these teachers. In the current system,
research suggests there is much work to be done in order to meet the needs of educators
(Andrews & Erwin, 2003). Recognition may be one of those tools (Andrews, 2011).
In the public sector, employers make use of many techniques for motivation. These
techniques include providing leadership roles, monetary benefits, and more. Through this
literature review, some of those techniques will be shared as they can encourage teachers and
schools. It is necessary to uncover the relationship between the impact of recognition and
motivation on performance. By qualitatively looking at the research, the impact of recognition
will be explored and a shared meaning will be created. Researchers featured in this review use
surveys and interview responses to collect data. Information is then analyzed, and later compared
to the responses of other educators.
In order to better understand the impact recognition has on teachers, it is crucial to ask:
How does recognition improve teacher performance? By answering this question, there is
potential to gain greater insight into the kinds of acknowledgements teachers actually seek.
Overview of the Literature
First, the types of recognition currently being used and their impact will be studied.
Recognition is being utilized at this time on numerous school sites. While many campuses use
simple recognition techniques like awards, other schools have particular methods. These other
methods include monetary awards, “blind” nominations, and self-nominations (McCollum, 2011;
Van Note Chism, 2006).
Next, in the second section, the impact motivation has on recognition will be examined.
The impact will be considered in order to better understand the effect school leaders can have on
their staff members when implementing changes to their systems. While the literature sheds
light on the positive influence recognition can have, some research outlines the harmful
outcomes of awarding employees. As a result, the negative impact of recognition will also be
considered.
Finally, the literature will uncover the impact recognition has on the school community.
The literature in the sections covered above outlines the recipient’s perspective. In other words, it
is through the teacher’s point of view. It is also necessary to better understand the overall impact
recognition can have on all stakeholders by reviewing its influence on the entire school
community.
Types of recognition and their impact. Across many school sites, recognition is a
common practice. While some of methods of recognition are similar, other schools have
particular methods. In order to better understand the systems that currently exist, it is necessary
to turn to the research on different recognition types. Monetary awards, self-nomination and
personal recognition, certificates, and promotions will be considered.
Monetary awards. Monetary awards, the most often researched form of recognition,
refer to the process of earning money for one’s performance. As Galaz-Fontes and Gil-Antón
(2013) discuss, bonuses related to pay can be dated back to 1989. Salary schedules or salary
scales have been a customary form of compensation used to pay teachers for decades. The salary
schedule shows that with more educational credits and greater experience, teachers can make
more money (Heneman, 1998). It then becomes common knowledge that schools and school
districts seek teachers with experience and education. Because monetary awards are correlated
with desired behaviors in the workplace, monetary bonuses have become a known way of
recognizing employees. The employee’s performance, when appropriate and desired, is
compensated with pay, a method of acknowledgement that employees are accustomed to. The
idea of monetary bonuses is also referred to as merit-based pay. Decades ago, through his
research, Heneman (1988) illustrated that these awards were considered to be an appropriate and
appreciated form of recognition only when the individual truly deserved the money. This
information was collected through conversations with awardees and their peers. By surveying
teachers at ten elementary, middle, and high schools, Heneman (1988) determined that monetary
bonuses could be motivational if they were larger, but regardless of size, most teachers surveyed
appreciated the ‘thank you’ gesture.
Monetary awards remain commonly used today (Andrews, 2011; Lavy, 2002). Through
recent research, it has been discovered that while monetary awards seem to initially excite
individuals, their overall impact is negative as, according to research findings, it does not
increase motivation or inspire teachers to join the profession and stay in the profession
(Andrews, 2011). Like Heneman (1988), Andrews, (2011) used survey data collected from
award recipients and their peers to study the impact of monetary awards. These findings are
contradictory to those originally discovered by Heneman (1988), an early researcher of this topic
because he outlined the motivational value attached to such awards. In the decades following
his research, societal changes and the amount of the monetary award may have produced
differences in the findings.
In addition, when merit-based pay dictates the individual's overall pay and wellbeing, it
can be assumed that their performance will be positively impacted. In their study, Galaz-Fontes
and Gil-Antón (2013) examine the significance of merit-based pay. College educators in Mexico
showed improvements in performance because the money they received impacted their ability to
live better lives. When the merit was one or two percent of one’s pay, the impact was less
evident. When the percentage grew, the effectiveness also increased. Due to this, the educators
were committed to doing exactly what their employer required so that they could improve their
way of life (Galaz-Fontes & Gil-Antón, 2013). The system of merit-based pay will produce
desired actions from employees when their well-being depends on it, yet the impact on school
culture will be negative (Galaz-Fontes & Gil-Antón, 2013).
Finally, McCollum (2011) studied the way Georgia's plan to provide bonuses to schools
that present exemplary performance impacted teachers in the state. The state implemented a
program that would increase pay for educators that showed they were making positive strides
with their students. The study found that while teachers appreciated the money, monetary awards
did not always have a causal relationship with performance. It was discovered that there were
two types of educators, those who would alter their performance for the money and those who
would make changes in their teaching for their students, regardless of the existence of a
monetary bonuses (McCollum, 2011). This can explain the differences of opinion found by
Andrews (2011).
Merit based pay or monetary awards based on performance do not always have a positive
impact on the school community. While merit-based pay and monetary bonuses are one form of
recognition, it is necessary to understand other forms that may be more fruitful. After reviewing
all types of recognition currently being used, the motivational value of the recognition will be
considered.
Nominations and awards. Another form of recognition is the “blind” nomination or
self-nominations (Dinham & Scott, 2002). In “blind” nominations, individuals assess the
performance of their peers and nominate them to receive recognition for their performance. The
nominated individual is not aware of the identity of the person who is recognizing their
performance (Dinham & Scott, 2002). This form of recognition reinforces employee actions, as
the “blind” nomination shows the nominated individual that the work they are doing is
recognized and appreciated (Dinham & Scott, 2002). The evaluation system used to nominate the
individual may be based on a rubric or based on colleague and supervisor perceptions, again
reinforcing the employee's actions (Van Note Chism, 2006). In this form of recognition, the
employee is not altering their performance to receive acknowledgement. Instead, the recognition
is a form of gratitude.
On the other hand, in self-nominations, individuals rate themselves and consider all
factors that impact their performance. Since the individual is evaluating their own work and
effort, self-nominations allow employees to reflect on their practice and showcase the work they
have been doing in their individual classrooms. While this form of recognition positively
impacts one's self-perception, personal testimonials do not create a concrete evaluation system
(Van Note Chism, 2006). One’s perceptions of their actions sometimes differ from reality.
Without a concrete evaluation system, differences of opinion may come about. The nomination
process for recognition allows participants to benefit from the formative process of participating.
While a few individuals will receive validation by receiving recognition, all participants are
positively impacted as their reflection and learning process may drive improvements in their
future performance (Fitzpatrick & Moore, 2015).
In both “blind” nomination and self-nominations it is essential to have set guidelines.
While guidelines may not exist when such systems are put in place, it is necessary to have
conversations with staff relating to the creation of such guidelines (Fitzpatrick & Moore, 2015).
The conversation in itself will reinforce behaviors and drive others to make changes to their
practice.
Private recognition. While many forms of recognition are public, meaning the results
are shared with all stakeholders and may impact the overall community, forms of private
recognition also exist. Private recognition is defined in the literature as praise provided by a
supervisor or peer that is based on the employee’s performance. Danish (2010) studied the
impact of recognition in many professional fields. Danish (2010) is of the view that employees
receive value from informal means of recognition including casual talks and spending time with
their supervisors. Verbal praise and individual ‘thank yous’ are also considered private
recognition. Danish (2010) argues that good managers recognize people by doing things that
validate their accomplishments. While such recognition can include the methods described
above, Danish’s 2010 study shows that one-on-one recognition also increases employee drive
and desire to work hard. Hopkins (2012), taking Danish’s (2010) work further, studies the impact
it has overseas, in Pakistan. The results were similar as individualized attention had a positive
impact on performance. These studies show that differences in culture do not change the
outcome private recognition has on individuals.
Promotions. Another type of recognition can come in the form of promotions.
Promotions, as defined by Naqvi, Malik, and Mahmood (2013) are changes in responsibilities or
job titles and opportunities for growth. Danish (2010) is of the view that when there is a fair
chance of promotion and individual is given that opportunity, they are being rewarded for the
work they have done for the organization. These findings are true in many public sectors.
Danish (2010) and Naqvi, Malik, and Mahmood (2013) come to a similar conclusion, stating that
promotions recognize employees for a job well done and reinforce desired behaviors. While a
formal promotion may be considered obtaining an assistant principal role for teachers, other
forms of promotions may include responsibilities for a project or a mentorship role (Haile, 2017).
Such changes in job titles would also bring about the same effect and reinforce desired
behaviors.
Haile (2017) sheds light on the fact that through recognition, employees gain a sense of
leadership and help carry along the community as a whole. While the “promotion” described by
Haile (2017) may not be a traditional promotion, the change in leadership responsibility produces
an informal promotion as the employee's role in the organization changes. Overall, promotions,
be it a formal title change or informal responsibilities, act as a form of recognition because they
reward and recognize individuals for a job well done.
Increased motivation. Andrews (2011) claims that schools have “neglected to realize
the importance of recognition as a motivator for their teachers” (p. 60). As stated by Stewart-
Banks, Kuofie, Hakim, and Branch, (2015), the commitment of all employees is directly
connected to rewards and recognition. As these two research studies describe, it is essential to
create recognition systems for teachers. Motivation includes the drive to continue doing one’s
work or the drive to make changes in order to produce a positive impact. Danish (2010) states,
“Incentives, rewards and recognitions are the prime factors that impact employee motivation” (p.
159). Branch (2005), Andrews (2011), and Danish (2011) would agree that through recognition
in the form of rewards and incentives, motivation can increase. Who the recognition is coming
from determines the impact it has. While all forms of recognition increase motivation,
supervisor recognition has a greater impact on employee performance (Danish, 2010).
When individuals are motivated, they are more likely to accomplish goals (Stewart-
Banks, Kuofie, Hakim, & Branch, 2015). The company, school, or district’s morale also
increases as people feel like they are an important part of the organization and that the work they
are doing truly matters to its success. “The highly motivated employees serve as the competitive
advantage for any company because their performance leads an organization to well
accomplishment of its goals” (Danish, 2010, p. 160). This motivation can give the school or
district a competitive edge because of the impact of the people working there. In their study,
Kosfeld and Neckermann (2011) examined the effect social recognition would have in the
workplace. Their field experiment determined that awards increased worker performance by
twelve percent. By including a simple congratulatory card that was not connected to material
benefits, there were test subjects that were motivated to work harder (Kosfeld & Neckermann,
2011). Their use of cards can be interpreted as Danish’s (2010) private recognition, a form of
recognition that occurs between the employee and their supervisor.
Lawler (2003) argues that the well-being and survival of an organization or school is
determined through human resources, more specifically, how they are treated. Awarding
employees for their performance also increases their likelihood of taking risks (Dinham & Scott,
2002). Risk-taking behavior is correlated with increased confidence (Heneman, 1998). In such
situations, employees are capable of making meaningful changes in their classrooms and in the
field.
In addition, recognition adds to one’s feelings of value (Dinham & Scott, 2002).
Employees pride themselves on their work as they are certain the work is correct and meaningful
based on recognition received. As Andrews (2011) argues, this increases the individual's
chances of staying in the field because they feel appreciated. Unfortunately, in Hodges (2017)
report, only 29% of respondents strongly agreed that they had received recognition or praise in
the last seven days. Hodges (2017) also asserts that teachers who feel appreciated become more
productive, have higher levels of engagement, and are more likely to stay at their school. In
addition, these individuals are more likely to receive high satisfaction scores on end of the year
surveys from students and parents (Hodges, 2017). The community becomes aware of their
recognition and appreciates their commitment to students and the school community.
Multiple studies demonstrate the impact any form of recognition can have on teacher
performance (Andrews, 2011; Dinham & Scott, 2002; Hodges, 2017). This recognition creates
higher levels of motivation for the individual who is receiving the recognition. While the
positive impact may be great, recognition may also produce some negative consequences.
Negative impact. While recognition creates positive outcomes for specific teachers in
schools and school districts, it may produce a negative impact on the school community. To this
point, Kelley (1999) argues that when extrinsic rewards are present, individuals are less likely to
depend on their intrinsic motivation to get something done. This can produce a harmful
environment where individuals only perform when there is a reward attached to the assignment.
In addition, Heneman (1998) claims that while individuals receive benefits such as
increased confidence, one's sense of community may be diminished. When individuals receive
acknowledgement, those who did not receive the praise may be left out or feel invisible because
they were not recognized for their work. School-based recognition programs and individual
recognition from supervisors has also been shown to produce competitive work environments
(Dinham & Scott, 2002). Rather than producing collaboration amongst employees, there is a
sense of distrust and negative feelings towards those who are recognized. After collecting
survey results from fifty six out of fifty-seven award recipients of Quality Teaching Awards,
recipients in Dinham and Scott’s (2002) study reported that while some groups, including
students, colleagues, supervisors, parents, were congratulatory and satisfied, others were
“uninterested or unsupportive, and occasionally even jealous and resentful” (p.11). Individuals
then begin challenging each other in an attempt to outperform their peers. While this can create a
more productive environment, the culture it produces is harmful.

Stress levels for educators are also impacted when performance awards exist. Qualitative
and survey data collected by Kelley (1999) in Colorado, Kentucky, and Maryland showed that
when performance awards exists, negative consequences including increased pressure and
increased stress came about. The awardee then has a reputation to live up to. While some saw
this as a positive outcome, others reported during qualitative interviews that they felt they were
required to live up to what the award presented, always requiring them to work harder (Dinham
& Scott, 2002). Dinham and Scott (2002) and Kelley (1999) would agree that such negative
impacts can be avoided if the recognition program is carefully planned and designed. One way
this can occur is through clear guidelines and recognition for improvements in performance
(Fitzpatrick & Moore, 2015 and Kelley, 1999).
In addition, some awards may be seen as popularity contests, impacting the motivation
that it would have otherwise created (Dinham & Scott, 2002). Individuals who receive
recognition from supervisors or colleagues are seen as “different” and therefore not always
accepted by the larger community. As popularity increases, those who received recognition
begin being alienated from their colleagues (Hopkins, 2012). Alienation produces a negative
work environment where individuals are no longer seeking recognition because the impact of it
is more harmful than helpful.
Impact on the school community. As discussed, recognition can improve the
performance of individuals who receive the acknowledgement. In addition, the level of
motivation increases for those who have been recognized. With such changes on the school site,
it is necessary to examine the effect acknowledgement has on all facets of the community. First,
when the community witnesses an individual being rewarded, others are inspired and have an
access point for comparing their work (Dinham & Scott, 2002). The introduction of a
recognition system can be classified as an extrinsic reward. In order to better understand its
effects, Kelley (1999) analyzed data collected through surveys and determined that the extrinsic
rewards create positive intrinsic consequences. These intrinsic consequences include setting
goals, opportunities for professional development, and collaborative conversations. For those
who are intrinsically motivated, learning will be natural and fruitful through the recognition
process. Other individuals can use their new learnings gained through observing the individual
that was recognized, to improve their work (Ryan & Deci, 2000).
Appropriate work behaviors are defined and demonstrated, causing others to alter their
performance (Dinham & Scott, 2002; Heneman, 1998). While a sense of community may be
lacking, as discussed in the section defining the negative impact of recognition, a well-defined
standard of performance is created. Recognition allows colleagues to see their peers in action, as
they gain a better understanding of what is happening in each individual classroom. Then, this
produces a reference for them to be able to judge their own performance (Dinham & Scott,
2002).
When setting up a reward system, the community is given the opportunity to talk about
meaningful work in the profession, creating an opportunity for all stakeholders to come together
to evaluate current strengths and weaknesses (Fitzpatrick & Moore, 2015). This process allows
for self-reflection and goal setting. Dinham and Scott (2002) would agree with Fitzpatrick and
Moore (2015), in that a teaching award provides recognition not just to the recipient, but to the
staff, school, and profession in general. The positive attention draws people into the field and
showcases the hard work individuals put in every day.
Furthermore, when the system is created and guidelines are set, it may be that the award
system can be used as a helpful route for determining how funds should be allocated (Fitzpatrick
& Moore, 2015). If there is a need, more funds can be allocated to professional development and
teacher support in order to ensure that educators are being provided the opportunity to improve
themselves if necessary.
Then, when recognition systems exist, employers or supervisors have a clear
understanding of what constitutes effective performance and what should be classified as
ineffective performance. Through reward systems, leaders can more easily “punish” individuals
for being out of compliance with required standards (Haile, 2017). Recognition systems enforce
clear and constant supervision. For directors or those in district roles, the implementation of
recognition systems forces leaders to define requirements and closely observe actions (Haile,
2017). Through observations and a better understanding of each individual's performance,
recognitions can be provided, helping the overall system of the school.
Acknowledgement from those in the school community can also produce a positive
impact on the school. Recognition from peers and parents increases when teachers receive
acknowledgement from colleagues and supervisors (Heneman, 1998). The school community
becomes aware of the individual’s recognition and people realize that great work is happening at
the school site. Andrews (2011) comes to the same conclusion, stating award programs can
“highlight for students and teachers that they have exceptional teachers in many of our schools
today” (p. 69).
Overall, the creation of a recognition system can be more beneficial than harmful to a
school community because of the opportunities it creates for meaningful dialogue and analysis of
quality teaching.
Summary
Many types of recognition systems exist and are being used in schools today. Monetary
recognition, defined as money given to a recipient for their performance, is appreciated but does
not always produce a lasting effect (McCollum, 2011). The system of merit-based pay will
produce desired actions from employees when their well-being depends on it, yet the impact on
school culture will be negative. Nominations and awards allow for applicants to go through the
process of self-reflection (Van Note Chism, 2006). When criteria are present, the process is more
fruitful as the award is less dependent on individual perspectives. This type of recognition is
cost effective as it can produce a positive impact and does not cost the school or district a lot of
money. Similarly, private recognition is also cost effective. In this form of recognition,
supervisors or peers thank the individual for their service and dedication verbally or with a card
or certificate. Danish (2010) studied Pakistani subjects and Hopkins (2012) studied American
subjects. Both concluded that one-on-one recognition increases an employee’s drive and desire
to work hard. Finally, promotions also act as a form of recognition. When employees are given
formal promotions or opportunities to oversee projects, their performance is reinforced. Overall
many forms of recognition exist. It is necessary to uncover which types of recognition provide
the best outcomes for the school and community.
Recognition increases the awardee’s motivation. Motivation is the drive to continue
doing one’s work or the drive to make changes in order to produce a positive impact. With
recognition, leaders can improve the production levels of their employees. While the recognition
can be motivational, there are negative outcomes of recognition as well. Negative outcomes
include harm on the community as individuals are pinned against one another. Jealousy is also a
factor associated with recognition (Dinham & Scott, 2002). Others in the work environment may
begin resenting those who are awarded. This then creates heightened levels of stress for all
stakeholders.
Finally, the school community as a whole is also impacted when recognition systems are
in place. Individuals have a reference point to compare themselves to, allowing for
improvements to be made to personal performance. Such systems also create a common
understanding. Leaders are able to define what appropriate teaching looks like and what
constitutes subpar performance (Haile, 2017). The teaching profession as a whole also receives
more awareness when such systems are in place. Finally, parent, students, and community
member value the work of the teachers and recognize their commitment to their respective
schools (Andrews, 2011).
The literature reviewed reveals that the positive impact of recognition is greater than the
negative impact it may have. In order to better understand recognition and the influence it can
have on performance, it is necessary to understand how it may hurt the school community and
what changes can be made for it to have the positive impact that was intended. The research
points to several different forms of recognition that schools or school districts can adopt.
With the need to replace nearly two million teachers in the United States in the years to
come, it is vital to create and implement systems that enhance teacher satisfaction and teacher
retention. Recognition is a program that can have a positive impact by producing higher levels of
teacher motivation, increasing levels of respect for the field, and emphasizing for students,
parents, and community members that they have exceptional educators in their schools. Since
teaching awards are currently surrounded by some uncertainties about the impact they can have
as well as their goals, it is essential to answer the fundamental question facing all schools: What
is the intended outcome of such recognition programs? What types of recognitions are teachers
seeking? By better understanding the needs of the specific school, the appropriate recognition
system can be selected.

Chapter Three: Methodology
The process of studying different recognition types and the way they are being used
across sites, sheds light on the need to further research the best type of recognition for ABC
School and serves to reveal the impact this recognition will have on school culture. Results of the
study will then enable the school administration to better implement the most potentially
impactful recognition system. Research informs the effects that recognition can have on a
community. While some aspects can be negative, there are some positive sides attributed to the
process of gaining attention (Dinham & Scott, 2002; Kelley, 1999). A mixed methods approach
was used in this study to determine the form of recognition that was appropriate for ABC School
and to uncover the way the addition of this program effected the culture of the school. In this
method, both qualitative and quantitative data was collected.
Participants were selected from ABC School, an urban school in Los Angeles, California.
Individuals outside of this site were not selected as participants because it was necessary to
collect data that would be used by school leaders at that specific school site. This information
helped determine the types of recognition to add to their systems. The participants were all
teachers, while their role and grade level specialization ranged from kindergarten to eighth grade.
The instruments for this study were created specifically for this research by altering questions
used by other researchers and testing the questions with a focus group before sharing them with
the larger sample of participants (Glaser & Strauss, 2017; Weiss, 1995). Some survey questions
were revised after speaking to the focus group. A school administrator approved the questions
and verified their connection to the research question before questions were submitted for
Institutional Review Board approval. Finally, the survey was piloted to ensure all questions were
fitting for the research and the staff on this site.

The research in this study attempted to answer the following questions: Which form of
recognition are teachers at ABC School seeking? How does recognition impact school culture
at this school site?
Design
This study was conducted using a mixed methods approach. This approach allowed for
the researcher to collect qualitative and quantitative data from subjects. Each phase of research
built on the other, allowing for the researcher to collect a clear picture of the needs at ABC
School and the impact recognition systems would have.
All interview questions and items on the survey were developed based on the literature
reviewed. Glaser and Strauss (2017) state, “Qualitative research was to provide quantitative
research with a few substantive categories and hypotheses. Then, of course, quantitative research
would take over, explore further, discover facts, and test current theory” (p. 16). Following their
example, the qualitative research allowed appropriate themes to be recorded and the survey
allowed for the quantitative facts to be collected.
Three different data sets were gathered. First, interviews took place to help inform the
survey that would be given to a large population of participants. The interview collected
qualitative data. Then, the survey administered to twenty-five individuals, allowed for findings
to be generalized due to the larger number of subjects. Finally, another round of interviews took
place after recognition systems were added to the community. By conducting these final
interviews, qualitative data was collected regarding school culture. The design process is more
thoroughly defined below.

During the qualitative research portion of the study, hereafter referred to as Interview
One, information was gathered based on participants’ thoughts and opinions. Six participants
were asked a series of interview questions through a semi-structured interview process. The data
in this portion spoke for itself, meaning calculations did not have to be run as the answers to the
question provided meaningful insight on their own. Weiss (1995) describes the need for open-
ended questions in qualitative research. In addition, he describes steps that need to be taken to
ensure that the interviewer is not leading the participant to a specific response (Weiss, 1995).
Questions such as “What were you feeling when that was happening?” allowed for the
respondent to express their true feelings without mirroring the response of the researcher (Weiss,
1995). Using these learnings, open-ended questions were used that did not include loaded
questions.
After the final survey was created using information from Interview One, a school
administrator reviewed the edited survey to ensure its connection to the original research
question. The survey was then piloted with those who were interviewed to evaluate each section
and determine any uncertainties that may exist due to the format or word choice of the survey.
Through this process, some questions were edited while others were removed. This was as a
result of the feedback that was collected from the subjects in the study.
In order to answer the question of how recognition impact the culture at ABC school, the
final step of data collection included interviews that took place after recognition systems were
introduced on site. Two types of recognition were introduced including awards and private peer
recognition. Qualitative interview based data, as Taylor, Bogdan and DeVault (2015) state, and
Weiss (1995) would agree, allows for the individual’s words to be collected without being
changed. Because the effects of recognition can be different to each individual, this form of data
collection was most appropriate.
In utilizing both qualitative and quantitative forms of data collection, the study follows a
mixed methods model consisting of qualitative data to better inform quantitative of data
collection. Overall, this methodology was a good match for this question because it allowed for
both anecdotal evidence to be collected as well as information from a larger scale of responses
through the survey.
Participants
To better understand how recognition impacts teacher performance, the past experiences
of teachers, and the types of acknowledgement teachers seek, this study was designed to capture
the views of educators. For this study, it was vital to receive feedback directly from the source,
the teachers. The participating teachers were employed by one school in the downtown urban
area of Los Angeles, California. There were thirty-four teachers who worked on this campus
during the time of the study. All educators and participants lived in the Los Angeles area. On
employment intake paperwork, six of the teachers reported they were Asian, one African
America, sixteen White, and eleven reported they were Hispanic.
In order to qualify for participation, the teachers needed to be full-time, credentialed
classroom teachers. While there were more female participants, as the school’s staff is
predominantly female, some male educators also participated. Twenty-five teachers participated,
no demographic data was collected from the survey. Because of this no specific characteristics of
participants can be shared. Subject and years of experience were not controlled for. General
education, special education, and subject specific educators participated. Each teacher had a
different and distinct role on campus ranging from Teacher on Special Assignment to General
Education Teacher. Six teachers were included in Interview One where qualitative data was
collected. These participants were first invited over email where a short explanation of the
research was provided.
After information from the focus group was collected and the survey was created, twenty-
five teachers agreed to participate. All teachers have been on the campus for at least one full
school year, allowing for a better understanding of the school’s needs. The institution's methods
and model have been in use for over ten years, yet the need for recognition was never determined
or studied.
All participants were invited via email. The electronic communication included a short
explanation of the topic, the purpose of the research, and a link to the consent form and survey.
Evans and Mathur’s (2005) study describes the positive impact online surveys have as they allow
researchers to collect a larger sample of responses and allow participants to comfortably share
their opinions. The participants were also informed that participation in the study was voluntary
and anonymous: All responses would be confidential.
In addition, the consent process included the approval of California State University San
Marcos’ Institutional Review Board (IRB). Also, before the research could be conducted, the
school administrator was informed of the study and agreed with research being collected by
signing a letter of approval. With regard to the safeguard process, approval was granted from the
school leader with the condition that the school’s name and the names of the teachers would be
kept anonymous so that the responses could not be traced back to the respondents.
Setting
This study takes place at ABC School. This school is located in Los Angeles, CA and
serves a low-income community. It is a Title 1 school that serves students in Kindergarten
through eighth grade. The maximum number of students the school can enroll is 726 students,
90% of whom qualify for and receive free and reduced lunch. Ninety-nine percent of students
identify as Hispanic or Latino. One percent of the population includes those who identify as
more than one race or have enrolled as “other.” As reported on the school’s WASC: Self Study
Report, twenty-eight teachers hold Master’s degrees and thirty-three of thirty-four teachers on
campus meet the highly-qualified teacher requirements set by No Child Left Behind Act.
Teachers receive 300 planning minutes a week where time is spent with a team or individually
planning for weekly lessons. The school implements Common Core State Standards and Next
Generation Science Standards through the use of the Columbia’s Readers and Writers Spirals,
Cognitively Guided Instruction, and Mystery Science. The average work day for educators is
from 7:45 am to 3:30 pm. Once every two weeks, educators attend meetings after school for one
hour. Once a week, two hours of the work day are spent at professional developments.
In order to conduct this research, interview participants spoke to the researcher during a
time that was convenient for them. Locations included a fifth-grade classroom and the
participant classrooms. The survey was taken also in a location that was convenient to the
participant. While all participants were employed at the school described above, the setting of
the interview and survey did not interfere with the results as the participants had the opportunity
to select a location where they felt most comfortable.

Instruments
The initial data was collected through a semi-structured interview protocol. These
interviews focused on collecting personal experiences to help inform the survey, the second form
of data collection. Finally, after introducing a new form of recognition, the third set of data was
collected through semi-structured interviews. The research relies on qualitative data collected
from a case study of ABC School. Qualitative data through the form of a case study is fitting for
this research because it “involves a deep understanding through multiple types of data sources”
(Sauro, 2015, p. 2).
The first form of data collection, a semi-interview type, was chosen to allow for the
interviewer to select the most appropriate question to ask next without having to follow a rigid
script. In his study, Brinkman (2014) states that this type of interview is well suited for
collecting information on attitudes connected to a topic. In an attempt to explore individual
views towards recognition, this type of interview was most fitting. Participants were asked a
series of questions regarding their workplace environment, their need to feel appreciated, and
types of recognitions they had received in the past (see Appendix A for a detailed list of
interview questions). A recording device was not used during this portion of the
research. Instead, note-taking strategies were employed. This was appropriate because the pre-
interviews were employed to inform survey questions that would collect information from a
larger number of participants.
The interview process helped inform the survey, that was then given which allowed for
complexities to be recorded in a straightforward manner (Desimone & Le Floch, 2004). The
survey included responses to questions on a scale, in response categories, and open-ended
questions. The scaled responses and response categories provided quantitative data. Because
response choices were set, only certain responses were valid, allowing for the data to be
numerically analyzed. The open-ended responses allowed the researcher to collect any other
information that would be relevant if participants chose to explain their opinions.
While surveys could have been provided as paper copies, an online version of the survey
was created. The online program Survey Monkey was used for data collection, as it is user
friendly and accessible to the public. Surveys can be taken on a computer and on a personal
devise as the program also includes a mobile version. Evans and Mathur (2005) explain that
online surveys provide a multitude of benefits as they allow for a large sample to easily be
collected and they are low cost. For these reasons and because online surveys allow for
individuals to participate whenever convenient, this form of data collection was used.
In addition, the survey included instructions and a statement describing its anonymous
nature (Appendix B). By beginning the survey, participants agreed to the terms of the research.
Individuals were able to skip any question they chose not to answer. Ultimately, surveys were
used to help generalize the needs of all teachers at ABC School.
After recording participant responses through the survey, forms of recognition were
introduced. Post-interviews were conducted to better understand the effect recognition would
have on school culture. This process allowed for informed opinions to be collected. The
interviews were conducted using a recording device and permission to use the device was given
at the beginning of the interview. Since the total number of participants in the study was twenty-
five, the post interview collected data from six individuals. A smaller sample of responses
allows for the depth and nuance of attitudes to be recorded (Small, 2009). Since only thirty
individuals are employed at the school, six participants account for twenty percent of the
population. With over eighty percent of the population participating in the study, the smaller
number of participants for the post-interview provided generalizable findings (Small, 2009).
Procedures
When Institutional Review Board (IRB) approval was granted and the school authorized
the study, the researcher began collecting quantitative and qualitative data from the study
subjects. In order to select participants, an email was sent to the teacher listserv at ABC School.
The email outlined the purpose of the study and described the time commitment and impact of
participating (Appendix B). Six research subjects agreed to participate in the initial qualitative
interviews. Participants specified locations and times that were fitting for them. During this
time, the researcher met with the participant and asked his or her a series semi structured survey
questions (see Appendix A for a detailed list of interview questions). Then, using interview
responses, survey questions were revised and a school administrator reviewed the survey
questions to ensure they appropriately met the needs of the research question. The survey was
then piloted with those individuals who partook in the initial interview. This allowed for all
uncertainties connected to format and word choice to be clarified.
Two weeks after the initial interviews, another email was sent to the school’s teacher
listserv (see Appendix B for a copy of the letter). By clicking on the link on the bottom of the
letter, participants were able to begin responding to the survey. The first page of the survey
provided a consent form and reiterated the confidential nature of the survey. Once this data was
collected, there was a clearer understanding of the types of recognitions individuals were
seeking.
Next, two forms of recognition were introduced on site: These recognition systems
included private recognition from peers and public awards. After recognition was given,
participants were asked to take part in the final step of data collection. The post interview
collected data from individuals who had received recognition as well as those who had not. This
allowed for a more thorough understanding of the way acknowledgement impacted school
culture.
In this study, the researcher was an insider as a member of the ABC School
community. Because of this, throughout the course of the study there was the potential that
individuals may have either felt very comfortable sharing their opinions related to the topic or
may have felt like they were providing too much information that might have had a negative
impact on their reputation. Biases may have also existed as the researcher served as an insider
trying to collect unbiased data. In order to avoid such biases, interview and research questions
were based on surveys created and tested by other researchers and questions were also approved
by a school administrator, which served as an added validity check (Kanuha, 2000). The
researcher’s conflicting dualities as an insider/ outsider were overcome by way of the researcher
actively striving to provide no knowing affirmation and attempting to clarify implied statements
made by participants in the survey (Kanuha, 2000). For example, when respondents stated, “You
know how no one tells us anything?,” the researcher responded by stating, “What do you mean
by that?” in order to gain clarity and collect meaningful, unbiased findings.
Timeline:
Week 1: Invitation to participants through email.
Week 2: Participants take part in interviews in the location of their choice.
Week 3: Survey questions are revised and participants are invited to participate in
survey.
Week 4: Data is analyzed and recognition systems were introduced on site.
Week 5 and 6: Participates take part in final surveys.
Analysis
The qualitative data collected in this study followed sequential analysis through an
iterative process. In this method, qualitative data was collected first, followed by quantitative
data collection. Data was analyzed at each stage of the process so that the necessary changes can
be made (Salkind, 2010). This allowed for the researcher to have a better understanding of what
impacted the survey responses and what questions needed to be asked in the interviews that
followed. In addition, the quantitative analysis followed an inductive approach. In this
approach, the patterns, themes, and categories of analysis came directly from the data as opposed
to having themes that information fell into beforehand (Srivastava & Hopwood, 2009). This
method of analysis ensured that no misconceptions were made before the data was collected and
analyzed. After collection, patterns were established and conclusions were drawn.
Finally, the quantitative data collected from the survey used, was analyzed using
descriptive statistics. By using the frequency of responses to find patterns in responses, it was
possible to better understand teacher desires related to recognition systems. More specifically,
descriptive statistics allowed for the mode and mean of the data to be determined. The use of
graphics in this method of data analysis also allowed for relationships to be seen and
comparisons to be made (Salkind, 2010). After quantitative data was collected, recognition
systems were introduced on site. Then, another set of qualitative data was collected through
interviews and the data was analyzed using the same methods described above.
Overall, sequential analysis was fitting to this study because responses in each section of
the data collection process allowed for the researcher to make necessary alterations to the study.
These changes allowed for the appropriate data to be collected that answered the question. The
inductive approach of data analysis was also fitting because it allowed for participants to direct
the analysis of data through their responses rather than defending the preconceived hypothesis of
the researcher. Finally, the use of descriptive statistics was fitting because it allowed for the data
to be presented in a form that was equally easy to understand and analyze.
All in all, the study can be considered to have high levels of validity because it aimed to
thoroughly test the research questions being asked. Face validity existed as the process tested
what it claimed to test at face value. The data collection process did not ask for irrelevant
information. This study can be considered as reliable research because while the surveys were
semi-structured, each participant answered the same questions as part of an identical
process. Furthermore, the surveys administered were identical for each participant. This ensures
that other researchers may easily replicate this study. Also, this case study can be conducted at
other school sites to determine the type of recognition that is fitting to their school.
Generalizations are addressed because this study is site specific. It is collecting data to better
understand one school site. Finally, a large population of the teachers participated meaning that
results are representative of many opinions, allowing for the data to be inclusive of all
individuals on site.
Summary of Chapter
Recognition systems currently do not exist at ABC School. Therefore, it is important to
understand the needs of the staff and the impact such systems would have on school culture. By
examining qualitative interview data and quantitative survey data, the researcher has better
insight into the appropriate recognition system needed at the school. Then, the third data point,
the collection of qualitative data through the form of interviews, provided a clear understanding
of the impact recognition has on school culture.
More specifically, information was gathered through mixed methods: Both qualitative
and quantitative data were collected. As Creswell (2003) argues, a mixed methods model allows
for many perspectives to be collected when exploring a phenomenon. The qualitative data was
collected before the quantitative in order to inform the questions on the survey. After survey
results were collected and recognition was introduced on site, more interviews were conducted
(qualitative data) to better understand the change in school culture.
Overall, the information collected through this design has the potential to allow school
administration to make changes to the current system in hopes of better supporting educators. In
addition, other schools can follow this model to determine the appropriate path for their
community. In chapter four, the results of the data will be presented before conclusions can be
made.
Chapter Four: Data Analysis
Teachers are seeking recognition, yet it is necessary to better understand the types of
recognition teachers seek and the impact these systems would have on the culture of the school.
By collecting data through interviews and surveys, a clearer picture is painted about teacher
needs. In this chapter, the collected data will be presented. Then, the data will be analyzed in an
effort to make sense of the findings. Finally, interpretations will be presented by findings
connections related to the research question. In addition, the benefits of the research will be
discussed.
Data Presentation and Analysis
During the initial qualitative interviews (Interview One) at ABC School, six participants
responded to about seven questions. As Andrews and Erwin (2003) stated and this study
supports, schools lack recognition systems that teachers crave. Respondents stated that
recognition to them is “Getting credit for the work [they] did” and “Being acknowledged” or
“Being appreciated.” All six respondents had a positive interpretation of the word. In addition,
five of the six respondents stated that they did not feel that they were being recognized for the
work they currently do. On the other hand, one respondent stated that they felt their supervisors
attempted to include public recognition in the weekly email that was sent to them every Monday.
In addition, this same respondent reported that they felt that ABC School was trying to recognize
them in ways that were “economically appropriate.” In other sectors outside of education,
bonuses are given based on employee performance. During one interview, a respondent stated:
Companies that deal with a lot of money give bonuses to their employees and this makes
them work towards big goals. People are working to get extra money. At our school, they
can’t hand out money, but getting a bonus for like improved reading levels would be very
cool. (Personal Communication, June 2018)
Educators are aware that school budgets are tight and every dollar is accounted for. Shout outs in
emails were used at ABC School as a way of showing employees that someone was aware of the
work they were doing. In turn, when other saw this message, they too became aware.
In addition, Interview One clarified that the educators at ABC School were not expecting
recognition for their actions, but rather appreciated it when others noticed their work. As Figure
4.1 shows, four of six respondents reported they preferred private recognition for their actions.
One stated, “Sometimes it’s uncomfortable when others see that colleagues are getting
recognized. Since everyone doesn’t get it, it feels like favoritism or people just recognizing their
friends in front of others.” This connects to the conclusions made by Heneman (1998) and
Dinham and Scott (2002) who argued that the sense of community is harmed when public
recognition existed.
Figure 4.1: Forms of Recognition Teachers are Seeking
33.33%
■ Private
■ Public
66.66%
Rather than having a system where people’s actions were publically presented,
participants wanted to feel like their supervisors noticed their work, yet they did not want to their
colleagues to see them differently. This can be due in part to the fear of alienation as described
by Hopkins (2012). Educators were not seeking recognition for all actions. Instead, participants
in Interview One describe things they would like to receive acknowledgment for. This is
outlined in Figure 4.2.
Figure 4.2: Contributions that Call for Recognition
Question Response
What are some work • Growth in students’ reading levels
accomplishments and/or • Use of positive behavior
contributions that you have management systems
made that you would • Change in classroom culture and
appreciate being recognized student behaviors
for by your supervisor? • Growth in student performance on
state testing
• Taking initiative on grade level
and school projects
Finally, the last question of Interview One asked participants to think of ways they
would go about recognizing their peers. Respondents reported that would “Tell them what they
did well and why it was unique” or tell them in some form of writing. In addition, respondents
reported they would also use gift certificates and snacks as forms of recognition for their peers.
Individuals shared that they too felt responsible for telling others that the work they were doing
was appreciated. Five of the six respondents reported that they already recognize their peers
through notes, cups of coffee, and informal conversations.
Interview One helped shape questions for the survey. More questions regarding the
source of recognition were added to the survey and questions regarding the impact recognition
had on individuals were reworded after the initial group took the survey so that there was greater
validity in responses. Responses to the survey will be presented in the following section.
Figure 4.3: The Necessity of Teacher Recognition on a School Site.
Somewhat
Necessary
20%
Somewhat
Unnecessary
0%
Extremely
Unnecessary
0% Extremely
Necessary
80%
Overall, one hundred percent of respondents determined that recognition was, in some
form, necessary on the school site so that individuals would continue doing great work. As
presented in Figure 4.3, eighty percent of respondents claimed that recognition at ABC School
was “Extremely Necessary.” In addition, twenty percent of respondents reported it was
“Somewhat Necessary.” No respondents, reported “Somewhat Unnecessary” or “Extremely
Unnecessary.” This data shows that such systems are imperative to overall teacher happiness on
a school site. As Andrews (2011) argued, this impacts teachers’ desire to stay in the field.
Figure 4.4: Agreement with Actions Educators Should Be Recognized For.
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Recognition should Recognition should Recognition should Recognition should The primary value of
be given for be given for creative be given to educators be given only for recognition is that it
improved test scores. suggestions that that successfully sustained clearly defines
improve the way the partner with families. outstanding expectations of all
school functions. performance over a employees.
long period of time,
as recorded on an
employee's
evaluation.
■ Extremely Important • Important ■ Somewhat Important • Not Important
Then, when asked about things educators should be recognized for, respondents most
strongly agreed that recognition should be given for creative suggestions that improve the way
the school functions. Next, participants most closely connected to the statement “Recognition
should be given to educators that successful partner with families.” The data collected also
shows that educators at ABC School were least interested in being recognized for improvements
on state tests. While such recognition was mentioned in the initial interviews, when placed
alongside other more prominent teacher actions, their desire for such recognition was lower.
Currently, test scores are not given much importance at this school. More than half of
respondents stated that recognition for this was “Somewhat Important,” in comparison to the
results of other statements where respondents more greatly agreed.

Overall, when asked about the impact recognition systems would have on the school,
respondents felt, regardless of if it was formally or informally presented, improved their
motivation. As argued by Stewart-Banks, Kuofie, Hakim, and Branch, (2015), the commitment
of educators is connected to the rewards and recognition they receive. Through this survey,
those claims are supported.
Figure 4.5: The Impact Recognition
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Increased lnfonnal recognition Fonnal recognition lnfonnal recognition Recognition does not
recognition is just as important has a greater impact is just as powerful as impact the
improves the overall as fonnal on employees. fomrnl recognition motivation of
motivation of recognition. employees.
employees.
■ Strongly Agree ■ Agree ■ Disagree ■ Strongly Disagree
While many types of recognition systems exist, there are specific of acknowledgment,
followed by promotions and changes in job title. While these forms of recognition are more
complex and difficult to implement, it is apparent that school leaders can consider naming grade
level chairs and point-persons as a way of implementing this type of recognition. This data
supports the findings of other researchers: As Danish (2010) and Naqvi, Malik, and Mahmood
(2013) would agree, promotions recognize individuals for a job well done and reinforce their
behaviors they are acknowledging. The least sought after form of recognition comes in the form
of nominations and rewards from peers. This data shows that teachers at ABC School seek
reassurance from their supervisors, as opposed to peers and families, for the work that they do.
Figure 4.6: Ranking of Recognition Systems Educators Seek from Most Desired to Least
Type of Recognition
Most Desired
1. Monetary reward
2. Promotion or change in job title
3. Private recognition from supervisor
4. Public recognition
5. Nomination and rewards from peers
Least Desired
Finally, as connected to the impact recognition systems will have on school culture, it
was determined that all forms of acknowledgment would have a positive impact on the school
community. While preferences did exist, monetary rewards, promotions or changes in job title,
private recognition from supervisors, public recognition, and nomination and rewards from peers
were seen in a positive light. All respondents show the benefits associated with these forms of
acknowledgment.
Interpretations
Educators at ABC School are seeking recognition. With such systems introduced, they
feel validated for their actions and are motivated to continue doing their work. The research
question asked, what form of recognition was necessary for teachers at ABC School and what
impact such systems would have on the culture of the school. Through this study, it was
determined that these educators preferred private acknowledgment, be it in the form of
conversations or notes over public announcements of their success. One third of participants
appreciated public recognition over private recognition while all participants agreed or strongly
agreed that both forms of recognition were impactful. This study shows a strong correlation
between recognition and positive school culture that stems for the staff.
As related to education practices, leaders at ABC School and other schools with similar
makeups should alter school practices in order to meet the needs of their employees. As a leader,
this demonstrated the importance of recognizing employees for their work as it encourages them
to continue being productive (Hodges, 2017). My study supports the findings of Dinham and
Scott (2002) and Andrews (2011). Education as a whole can benefit from this research as it
defines the needs of educators in primary schools, an area that has not yet been thoroughly
researched.
Conclusion
In summary, teachers at ABC School are seeking monetary rewards, promotions and
changes in job title, as well as private recognition from their supervisors. By adding such forms
of recognition on the school site, a positive change will be made in regards to school culture. In
the following chapter, I will review the findings of the study, make recommendations and review
lessons learned. Finally, in the following chapter, I will reflect on the chapter’s limitations and
shortcomings and make recommendations for future research.

Chapter Five: Thesis Recommendations
The need for recognition is evident. ABC School lacks the acknowledgment systems that
teachers desire, as is apparent in the Mid-Year Teacher Survey and in Interview One. This case
study considers the opinions and needs of educators at ABC School. After implementing a
private recognition system, which participants feel most comfortable with, information about the
change in culture is collected through a final interview. This study addresses the problem as it
discovers what educators need. The study provides recommendations for leaders of ABC School
and allows other leaders to recreate this study to better understand the needs of their school. In
addition, this study uncovers the impact recognition systems have on the culture of the school.
The methods of data collection allowed me, as the researcher, to openly collect data from
participants in a stress-free form. In this chapter, I will summarize the findings, interpretations,
educational implications, and limitations. Finally, suggestions for future research will be
reviewed.
Finding Summary/ Interpretations
Through this study, it was determined that educators at ABC School desire recognition
for their actions. These actions include improvements in student performance, ability to build
relationships, and improvements to the functions of the school. The forms of recognition they
seek include monetary rewards, promotions, and private recognition. For the sake of this study,
private recognition was introduced.
Aside from the forms or recognition educators desire, the study answers questions related
to the impact these recognition systems have on the culture of the school. After private
recognition from supervisors is introduced on site, teachers report that they feel “reassured” and
“it improved [their] morale” (Personal Communication, June 2018). It is apparent that
participants do not think about the impact such changes will have on their overall perception of
their work environment and of their supervisors.
Literature on this topic supports the findings of this research. The literature shows that
the impact of recognition is more positive than negative. As Dinham and Scott (2002) argue,
when recognition is provided, employees pride themselves on the work they are doing, realize
that their efforts are correct, and follow the wishes of their supervisors. This study also produced
similar results.
The wants of the participants seamlessly lead to forms that do not showcase
acknowledgment. While the research of Hopkins (2011) claims that alienation can be produced
when others witness recognition, private recognition, the form that about two thirds of
respondents of this study desire, did not produce such results. Instead, the results of this study
more closely connect to the findings of Danish (2010) who discusses the motivation such
recognition produces.
Lessons Learned and Educational Implications
Through this process, I learned many things and have recommendations for best practices
and future educational research. First, I now know that collecting data at the end of the school
year is a challenging task as there are so many other responsibilities educators have. Also, the
end of the year is a critical time for educators and, more than ever, they need recognition and
support.
Teachers need a space to share their opinions about the schooling system. Without the
opportunity to share their opinions on the Mid-Year Survey, educational leaders would not know
what teachers wanted or needed. By giving them a space to share their ideas, this study was able
to better understand their needs. The literature shows that many forms of recognition exist and
are being used in different schools and districts.
Giving teachers at ABC School the opportunity to share their needs, makes it possible
for educational leaders at this school to alter their systems appropriately. For example, monetary
bonuses seem most appealing to participants in this study and subjects in many other studies
(Andres, 2011; Lavy, 2002; McCollum, 2011). Without the use of literature, researchers would
not know that the use of monetary awards did not always yield improvements in performance
and bring about a positive impact on school culture (Galaz-Fontes & Gil-Antón, 2013;
McCollum, 2011).
In addition, without carrying out the study, specifically for the school at hand, it would
not be determined that other less dramatic changes could have positive results. It is important to
bear in mind that while participants may prefer one form of something, their opinion does not
always fall in line with a fruitful system. Because of this, it is imperative to share final results
and outcomes. By sharing such results, educational leaders can increase buy-in and support of
the system.
Finally, individuals need to feel safe in an environment, especially when they share
information regarding changes they want their supervisors to make. This study allows
individuals to select the location they feel most comfortable in. But because I, as the researcher,
am an insider on campus, meaning some participants knew and worked with me on a daily basis,
one can assume certain information was not shared. While participants selected the time and
place for their interviews, my presence also impacted results.

Limitations of Research
While this study answered the original research question, it includes limitations. First,
only the opinions of teachers at ABC School are considered. In addition to the teaching staff,
ABC School employs many campus aides, custodial staff, office employees, academic coaches
and so on. All support staff on campus impact school culture. If this study were undertaken
again, the opinions of those individuals would be used as well. In addition, while these
individuals may not have a direct impact on academic achievement, the work they do indirectly
impacts student achievement and teachers’ success.
Then, if there were endless resources and support when running this study, multiple
recognition systems would be introduced in order to find the way each system impacts school
culture. For example, if there would be a way to provide monetary bonuses, participants’ first
choice of recognition, the researcher would be better able to corroborate the findings of Andrews
(2011) who claims that bonuses excite individuals, but do not have a lasting effect. By
introducing multiple recognition systems, the research may likely be better able to determine
which system better supported the school. As the study stands, it answers the research question
by determining the form of recognition teachers desire and the impact recognition has on the
school culture. It does not compare systems.
Next, the interview sample size also impacted the quality of responses that were
collected. If more interviews were considered, a stronger argument for changes in culture could
be made. Also, in this study the researcher did not run a clear analysis of the culture of the
school prior to recognition systems being introduced. This study required participants to reflect
on changes that they felt. Having baseline information to make a comparison to would allow for
a data driven analysis as opposed to a reflection.

Lastly, it would be beneficial to conduct this research as a longitudinal study. The time
range of this research was quite short. This study may be better run over an extended period of
time to record the impact of recognition systems. Overall, while this study answered the
research question and produced reliable results, it had limitations that should be considered.
Conclusion
Through this study, it became clear that teachers at ABC School seek recognition for
improved test scores, student performance, improvements made to the school, and so on. Since
these systems do not exist on campus, this study sheds light on a small system that can make a
great impact on the school’s culture. This study used qualitative and quantitative data to find
correlations between teacher performance, needs, and overall happiness. As Creswell (2003)
defines, the mixed methods approach this study followed allowed for multiple perspectives to be
collected and considered. This research supports the findings of Andrews (2011) and Hodges
(2017) as it calls for encouragement through the form of recognition as a support system for
teachers.
After conducting interviews and running a survey, it was determined that the forms of
recognition teachers are interested in includes private recognition away from others on campus
because it reinforces their actions. This form, from supervisors, shows teachers that others are
aware of the work they are doing. In addition, educators at ABC School seek monetary bonuses
and promotions, both forms of recognition that they realize are more difficult to obtain due to the
nature of the schooling system.
According to the data collected, the culture of the school is also positively impacted when
recognition is provided. In this study, private recognition was given. During the post interviews,
respondents reported that their morale was positively impacted. In addition, since others were
not aware of who was receiving the recognition, the negative effects as presented by researchers
such as Dinham and Scott (2002) and Hopkins (2012) are not observed. A competitive work
environment was not produced and members of the community were not shunned (Dinham &
Scott, 2002 and Hopkins, 2012).
As connected to future research, it is necessary to include a larger number of participants
or participating sites in order to be able to make more broad conclusions. Research related to
recognition of kindergarten through twelfth grade teachers is lacking. As we attempt to
understand the needs of twenty-first century schools, it is imperative to better understand the
teachers who provide instruction to our students. In addition, by implementing more than one
form of recognition before collecting data at the end of the study, future researchers will be able
to draw conclusions related to which form of recognition had the greatest impact on the culture
of the school.
The study continues to support current research and offers a new perspective for primary
schools. As a result of this inquiry, this researcher has learned that teacher support is one of the
most important things educational leaders are responsible for. Through this study, the impact a
minor change can have on campus was revealed. ABC School and other schools can benefit
from the introduction of such systems as a way of supporting and encouraging their teachers. A
cost-effective recognition system was introduced and brought about positive results. After
examining the findings of this study, the researcher is looking forward to seeing what changes
may come as result of the published findings on school campuses.

References
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. (1985). 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. (2005). 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. (1998). 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/why-
appreciating-teachers-important-think.aspx?version=print
Kanuha, V. K. (2000). “Being” native versus “going native”: Conducting social work research as
an insider. Social Work, 45(5), 439-447.
Kelley, C. (1999). The motivational impact of school-based performance awards. Journal of
personnel evaluation in education, 12(4), 309-326.
Kosfeld, M., & Neckermann, S. (2011). Getting more work for nothing? Symbolic awards and
worker performance. American Economic Journal: Microeconomics, 3(3), 86-99.
Lawler, E. E. (2003). Treat people right. San Francisco: Jossey-Bass Inc. McGraw-Hill Irwin.
McCollum, S. (2001). 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. (2000). 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. (2009). 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. (2006). Teaching awards: What do they award?. The Journal of Higher
Education, 77(4), 589-617.
Weiss, R. S. (1995). Learning from strangers: The art and method of qualitative interview
studies. New York, NY: Simon and Schuster.

Appendix A: Questions
Interview Questions - Before Surveys
1. What is recognition and how does it impact your work community?

2. Do you currently feel recognized for the work that you are doing at your place of
employment?
3. Do you expect to be recognized for your performance?
4. What are some work accomplishments and/or contributions that you have made that you
would appreciate being recognized for by your supervisor?
5. What are some forms of meaningful recognition?
6. In what type of setting are you most comfortable with in receiving recognition?
7. How would you recognize a peer for their performance on site?
Survey Questions
Using the scale, how necessary is teacher recognition on a school site?

Types of Recognition
In this section of the survey you are asked to respond to a series of statements about different
forms or recognition. For each question, you should select one response from the scale in order
to indicate the degree to which you agree with each of the provided statements.
1. Recognition should be given for improved test scores.
2. Recognition should be given for creative suggestions that improve the way the school
functions
3. Recognition should be given to educators that successful partner with families.
4. Recognition should be given only for sustained outstanding performance over a long
period of time, as recorded on an employee's evaluation.
5. The primary value of recognition is that it clearly defines expectations of all employees.
Source of the Recognition
This section of the survey is structured around better understanding who the recognition should
come from. Here, you are asked to respond to a series of statements about administrative
practices connected to recognition programs. In this section, responses will show the degree to
which you agree with the provided statements.
1. Recognition should be given based on students’ opinions.
2. Staff members should be able to nominate their peers for an award.
Impact of Recognition
In this section, you will be asked to respond to series of questions connecting to the impact that
recognition and rewards will on individuals in that community. Your response will be collected
through a scale. Your response shows the degree to which you agree with each statement.
1. Increased recognitions improve the overall motivation of employees.
2. Informal recognition is just as important as informal recognition.
3. Formal recognition has greater impact on employees.
Interview Questions - After Surveys
1. How do you feel when someone around you received recognition?

2. How did you feel when you received recognition (if the participant was recognized)?
3. Have you ever felt left out when someone was given recognition on site?
4. How did the introduction of recognition systems impact the culture of the school?
Appendix B: Letters of Invitation
Participation in Survey
Dear Staff,
I am currently enrolled in a School Administration program, and I am conducting a
research study as part of my master’s degree requirements. My study is entitled, The Need for
Teacher Recognition and its Impact on School Culture. This is a letter of invitation to participate
in this research study. The purpose of this study is to determine the best form of recognition to
use on our site. In addition, this study will examine the impact recognition has on school culture.
By agreeing to participate in the study, you will be giving your consent for me to include your
responses in my data analysis. Your participation in this research study is strictly voluntary, and
you may choose not to participate without fear of penalty or any negative consequences. You
will be able to withdraw from the survey at any time and all survey responses will be deleted,
including the informed consent agreement.
An informed consent agreement will appear on the first screen page of the survey. There
will be no individually identifiable information or other identification of you as an individual
participant. All results will be presented as aggregate, summary data. If you wish, you may
request a copy of the results of this research study by writing to me in the next few weeks.
The survey will last no more than 10 minutes. Your participation will contribute to the
current literature on the subject of teacher acknowledgment and recognition in primary schools.
During the survey, you may skip questions you do not feel comfortable answering. No
compensation will be offered for your participation.
If you decide to participate after reading this letter, you can access the survey from a link at:
(Link will be placed here)
Sincerely,
Jennifer Movsessian
Participation in Interviews
Dear Staff,
I am currently enrolled in a School Administration program, and I am conducting a
research study as part of my master’s degree requirements. My study is entitled, The Need for
Teacher Recognition and its Impact on School Culture. This is a letter of invitation to participate
in this research study. The purpose of this study is to determine the best form of recognition to
use on our site. In addition, this study will examine the impact recognition has on school culture.
By agreeing to participate in the study, you will be giving your consent for me to include
your responses in my data analysis. Your participation in this research study is strictly voluntary,
and you may choose not to participate without fear of penalty or any negative consequences. The
first form of data I will be collecting will be through interviews. If you agree to participate, you
will be able to select a convenient time and location for your interview. This process will not
take more than thirty minutes. You will be able to withdraw from the interview at any time.
During the interview, you may also skip any question you are not comfortable answering.
An informed consent agreement will be given to you at the beginning of your interview.
There will be no individually identifiable information or other identification of you as an
individual participant. All results will be presented as aggregate, summary data. If you wish, you
may request a copy of the results of this research study by writing to me in the next few weeks.
Your participation will contribute to the current literature on the subject of teacher
acknowledgment and recognition in primary schools. No compensation will be offered for your
participation.
If you decide to participate after reading this letter, please respond with dates and time
that are convenient for you.
Sincerely,
Jennifer Movsessian

JenniferMovsessian Fall2018

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

JenniferMovsessian Fall2018

Uploaded by

Copyright:

Available Formats

DocuSign Envelope ID: B687EBF2-D257-4455-A0F1-55EFBAE1829C THESIS

CALIFORNIA STATE UNIVERSITY SAN MARCOS

MASTER OF ARTS IN EDUCATION

AUTHOR(S): Jennifer Movsessian

DATE OF SUCCESSFUL DEFENSE: 10/10/2018

PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF

MASTER OF ARTS IN EDUCATION

Dr. Lorri M J Santamaría 10/15/2018

COMMITTEE MEMBER SIGNATURE DATE

COMMITTEE MEMBER SIGNATURE DATE

California State University San Marcos

include advancement in student performance, ability to build relationships, and improvements to

the functions of the school.

My sincere gratitude to the professors in the department of Educational Administration.

dedicated to this field.

Chapter One: Definition of Problem

teachers, this case study was born.

praise, awards, and monetary incentives.

Purpose of Research/Statement of the Problem

In a profession where teacher burnout is a major issue, it is necessary to determine ways

schools that aim to recognize their teachers.

appropriate as it allows for multiple perspectives to be collected when exploring a

phenomenon. In this case, the phenomenon is around types of teacher recognition.

understand the change in school culture.

positive and negative outcomes of recognition systems on school sites.

teachers to leave the profession.

b. Private recognition: When employees receive recognition from a peer or supervisor

away from other employees or stakeholders.

c. Recognition: Acknowledgment of someone’s actions. Forms of recognition include

monetary awards, certificates, private conversations, and so on.

includes the feeling of comfort and safety on a school site.

Chapter Two: Review of the Literature

Teaching is a profession where burnout is a major issue, as such, it is necessary to

difficult work as compared to many other professions. Herzberg, in his Motivation-Hygiene

include achievement, responsibility, recognition, advancement, and challenging work (Gemeda

for the purposes of analysis.

literature to define the types of motivation that exists.

motivation on performance. By qualitatively looking at the research, the impact of recognition

to the responses of other educators.

Overview of the Literature

Van Note Chism, 2006).

personal recognition, certificates, and promotions will be considered.

recognizing employees. The employee’s performance, when appropriate and desired, is

appreciated the ‘thank you’ gesture.

differences in the findings.

culture will be negative (Galaz-Fontes & Gil-Antón, 2013).

Nominations and awards. Another form of recognition is the “blind” nomination or

future performance (Fitzpatrick & Moore, 2015).

In both “blind” nomination and self-nominations it is essential to have set guidelines.

outcome private recognition has on individuals.

Promotions. Another type of recognition can come in the form of promotions.

reward and recognize individuals for a job well done.

supervisor recognition has a greater impact on employee performance (Danish, 2010).

recognition that occurs between the employee and their supervisor.

more productive environment, the culture it produces is harmful.

(Fitzpatrick & Moore, 2015 and Kelley, 1999).

is more harmful than helpful.

Impact on the school community. As discussed, recognition can improve the

performance of individuals who receive the acknowledgement. In addition, the level of

showcases the hard work individuals put in every day.

Then, when recognition systems exist, employers or supervisors have a clear

understanding of what constitutes effective performance and what should be classified as

2017). Through observations and a better understanding of each individual's performance,