Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 23 no. 10 (2024)

Unveiling Perspectives on Performance Recognition of Teachers: A Qualitative Inquiry

Mary Joy Paradero | Maedel Joy Escote

Discipline: Education

 

Abstract:

Performance recognition is a program implemented in school in order to recognize the performance of teachers in teaching, curricular and co-curricular activities in school. The primary objective of this study was to explore the experiences, challenges, coping mechanisms, insights gained by the teachers on performance recognition and how performance recognition motivate teacher to perform better. The study was conducted in four schools in Laak South District, Davao de Oro. A qualitative phenomenological research design was employed, and purposive sampling was utilized to select eight participants. The study's findings revealed that participants' experiences in receiving and qualifying for performance recognition were: felt validated, pressured, not easy but doable, awarded at the start of the pandemic, teachers perform in various aspects, and stressful yet challenging. The challenges they encountered were overlapping tasks, disciplining the students, and sacrificing sleep. Their coping mechanisms were proper time management, asking assistance from colleagues, encouraging learners, prioritizing tasks, applying previous knowledge, getting to know the learners, and being open on their emotions. The paper concluded with the recommendation that the findings from teachers' experiences will assist the school administrators in improving the performance recognition program implemented in respective schools.



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