Impact of School-Based Recognition on the Work Performance of Public Secondary School Teachers
DOI:
https://doi.org/10.65339/ijsis.V1.I1.22Keywords:
School-Based Recognition, Teacher Work Performance, Personal Skills, Instructional Skills, Technical Skills, Evaluative Skills, Public Secondary School TeachersAbstract
This study determined the impact of school-based recognition on the work performance of public secondary school teachers in Pililla District, Division of Rizal, during School Year 2024–2025. It covered five schools: Bugarin Integrated National High School, Hulo Integrated National High School, Malaya Integrated National High School, Pililla National High School, and Quisao Integrated National High School. The study employed a descriptive survey research design involving the total population of 120 teachers who received school-based recognition. A researcher-made questionnaire-checklist was used to assess the extent of impact of recognition on teachers’ personal, instructional, technical, and evaluative skills, while documentary analysis of the teachers’ Individual Performance Commitment and Review (IPCR) provided data on their work performance. Findings revealed that most respondents were 31–40 years old, female, married, Teacher I or Teacher III, had earned master’s units, possessed 11–20 years of teaching experience, attended division-level in-service trainings, and received one school-based recognition. School-based recognition was found to have a high impact on teachers’ personal, instructional, technical, and evaluative skills. No significant differences were found in respondents’ perceptions when grouped according to sex, civil status, position title, educational attainment, in-service trainings attended, and number of recognitions received. However, significant differences were observed according to length of service across all skill areas and according to age in personal, technical, and evaluative skills. Teachers obtained an Outstanding level of work performance, with an overall mean of 4.611. Nevertheless, no significant relationship was found between the extent of impact of school-based recognition and teachers’ IPCR-based work performance. The study recommends sustaining school-based recognition programs while integrating them with targeted professional development, mentoring, coaching, and follow-up support responsive to teachers’ age and length of service. Further studies may examine leadership style, school climate, workload, and teacher motivation using broader samples and mixed-method approaches.
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Copyright (c) 2026 Ramia H. Mallari, MAEd (Author)
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