Program on Awards and Incentives for Service

Excellence in the Public Elementary Schools:

Basis for School-Based Reward
System Manual

Irma Estacio- San Pedro

Pateros Elementary School, Manila Philippines
iramsanpedro@yahoo.com

Research has shown that when teachers’ professional and personal needs and
expectations are satisfied, they will be motivated enough to work hard and to stay on the job.
Teachers do have both intrinsic and extrinsic needs. A teacher who is intrinsically motivated may
be observed to undertake a task for its own use for the satisfaction it provides or for the feeling
of appreciated in order to obtain accomplishment and self-actualization. On the other hand, an
extrinsically motivated teacher may perform the activity in order to obtain some reward such as
salary and other compensation.
In order that a teacher could establish job satisfaction, an award, an incentive or a
recognition should be given if he or she had exhibit exemplary achievement that contribute to
the quality performance of the learners as well as the school and to verify such an exemplary
achievement he or she must document the accomplished achievement and pass through an
appraisal system to acquire performance rating.
Teachers including the school administrators and the non-teaching personnel are being
assessed by the different performance appraisal systems namely the Performance Appraisal
System for Teachers (PAST), Performance Appraisal System for School Administrators and at
present, the RPMS or the Results-Based Performance Management System is being introduced
as the new appraisal system in the department. The above mentioned systems of performance-
based assessment are tediously on high standard yet there is no single incentive being given to
teachers and other permanent personnel for a very outstanding performance.
 Aside from the Magna Carta for the Public School Teachers which identifies the rights and
privileges of the teachers, The Civil Service Commission issued a memorandum circular for all
government agencies, in particular the Department of Education regarding the reward
management system which recognizes the achievements made by the teachers. There are the
kinds of incentives and awards which are included in the PRAISE and supposed to be
implemented in all regions and divisions and in schools.
In the public school system in the Philippines where the organization is the largest,
problems arise in terms of giving rewards to teachers. The basis for giving rewards and incentives
depend on the availability of savings. There is an allotment of 5% of the human resource
management yet it is not even the priority or not enough for the department to use in recognizing
the so many teachers in the entire country. The question then is how does this 5% being realized?
The researcher’s assumption is that there is less information dissemination regarding the reward
system in the Department of Education and this paper investigated if the PRAISE is being
practiced or implemented in the entire Division. Later, the researcher created a School-Based
Reward System through Project IRMA, where awards in the PRAISE are categorized in terms of
Incentives, Recognition, Motivation and Appreciation.
 Demographic Profile School-Based
of the respondents: Reward System
Survey
Age, gender, Questionnaire Manual:
plantilla position,
length of service, Project IRMA
Educational
attainment Data Analysis Incentives

Latest Over-All Recognition

results of PAST,
PASSA, RPMS Motivation
Differentiated
Awards/recognition Focus Group Appreciation
received
PRAISE- Program of Discussion
Awards and Incentives (FGD)
for Service Excellence

FEEDBACK

Figure 1: Research Paradigm on the School-Based Reward System

 The data processing was done through the use of SPSS version 20 and was
analyzed utilizing the following techniques in presenting the data for quantitative
analyses.
The scale below is being used were used:
Scale Range Verbal Interpretation
5 4.51 – 5.00 Outstanding
4 3.51 – 4.50 Very Satisfactory
3 2.51 – 3.50 Satisfactory
2 1.51 – 2.50 Unsatisfactory
1 1.00 – 1.50 Poor

The strength of correlation was interpreted by using the interpretation guide below:
Pearson r Value Strength of Correlation
±.70 and above Very Strong
±.40 to ±.69 Strong
±.30 to ±.39 Moderate
±.20 to ±.29 Weak
±.01 to ±.19 Negligible
 Extent of the Implementation of Program on Awards
and Incentives for Service Excellence
(PRAISE )

Indicators Mean SD Interpretation

Incentives Received 3.1920 1.25538 Moderate Extent

Recognition Received 2.7207 1.32022 Moderate Extent

Motivation Received 3.5422 1.22241 High Extent

Appreciation Received 3.1033 1.20916 Moderate Extent

Grand Mean 3.1396 1.25179 Moderate Extent

 Relationship between Program on Awards and Incentives for
Service Excellence (PRAISE) and Overall Result of
Performance Appraisal System
for Teachers (PAST)

PRAISE System Pearson r Sig Decision Ho Interpretation

P
A
S Incentives .007 .894 Accept Not Significant
T
Rewards .014 .784 Accept Not Significant

Motivation .108 .037 Reject Significant

Appreciation .015 .780 Accept Not Significant

 Relationship between PRAISE System

and Overall Result of PASSA

P PRAISE System Pearson r Sig Decision Ho Interpretation

A
S
S
A
Incentives -.324 .047 Reject Significant

Rewards -.403 .012 Reject Significant

Motivation -.237 .152 Accept Not Significant

Appreciation -.326 .046 Reject Significant

 Difficulties Encountered in the Implementation of the Program of Awards
and Incentives for Service Excellence
(PRAISE)

Difficulties Frequency Percentage Rank

Teachers Union 28 6.7 6
Teacher Opposition 17 4.1 10
System Design 18 4.3 9
Entrenched ideas of the public 27 6.5 7
school system
Stiff guidelines and procedures of 32 7.7 5
the reward system
Sourcing of Funds for 76 18.2 2
Sustainability
Leadership Support 40 9.6 3
Monitoring and Evaluation 22 5.3 8
Procedures
Management Committee 38 9.1 4
Competencies
Rewards 120 28.7 1
Total 418 100.0
Relatively upon a thorough analysis of the findings the following conclusions were made:
1. Novice teachers and non-teachers need to be encouraged fully to stay in the
profession and for sure rewards and incentives would be of great motivation for them
to work harder and be fulfilled in their aspirations as new professionals. Pursuing
higher education could be an additional burden to teachers since it needs additional
fund and assistance from the institution is significant.
2. Incentives and awards such as giving certificates, trophies, plaque of appreciation,
recognition, perfect attendance are good motivating factors to those who attend to
their classes religiously.
3. No funds available in school levels that motivate and satisfy teachers in their
professions in terms of incentives.
4. Most teachers and school administrators are working very professionally without
even thinking so much of awards and incentives. Non-monetary rewards were still
motivating.
5. Not all the types and forms of incentives and awards are being put into operation.
6. The responsibility of the school head is to keep the teachers satisfied and stay
motivated in their profession, it is therefore necessary to strengthen the three
variables in PRAISE such as incentives, recognition and appreciation while leveling-up
the motivation inherent to the teachers.
7. Rewards in all sort truly brings pleasure to any employee that if available may
encourage them to accomplish quality tasks.
8. The implementation of Program on Awards and Incentives for Service Excellence
(PRAISE) was very unfamiliar to the most teachers in the Division of Taguig City and
Pateros as revealed significantly in the research findings.
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