Teachers’ Use of Reward System: Inputs for Students Motivation Enhancement

Abstract

This study determined the teacher’s perception of the reward system in the classroom. The study made use of the descriptive quantitative research design. The study was conducted in the School Division of Cauayan City in San Fermin Elementary School, San Isidro Elementary School, and North Central School for the academic year 2021-2022. This paper facilitated a researcher-made questionnaire to gather data on the teachers’ profiles, motivation forms, and perceptions of using the strategy. A Likert Scale was used to analyze the perception of the respondents. Also, the researcher used Spearman’s Rho to draw a correlation between the profile of the respondents relative to their perception and form of motivation used in their elementary classroom. The results revealed that the teachers often used different forms of motivation are small items. Also, teachers perceived the rewards system to be effective for all pupils. Moreover, the elementary teachers strongly agree that using this strategy benefits the classroom facilitators. Hence students’ academic performance increased, and the student’s participation became active with a reward system. In conclusion, the study found that the teachers’ profile and perception of using the reward strategy, higher educational attainment, length of service, and grade level were significantly related. Correspondingly, the forms of motivations of the teachers are linked to the quality of higher educational attainment of the teachers and the grade level they are handling. Thus, the perception of the use of the reward strategy and its forms depends on the profession’s service, the quality of students’ foundation, such as distractors and needs, and the pedagogical mastery acquired through pursuing higher education. The school should encourage teachers to improve the mechanism reward system in their classes. Further study should be made in integrating a reward system or a combination of external strategies on a particular subject and performance competencies.