Reward System and Teachers' Commitment in Secondary Schools in Babak District, Island Garden City of Samal

Abstract

The study navigated the relationship between the reward system and teachers' commitment in Babak District, Island Garden City of Samal. A non-experimental quantitative research design was employed, and data were collected from 100 secondary school teachers with at least three years of meaningful experience in the field through stratified sampling. Modified survey questionnaires were utilized to assess the reward system and its significant relationship, if any, with teachers' commitment. The findings revealed that the overall mean score for the reward system was extensive agreement among the primary respondents. On the other hand, the overall mean score for the teachers' commitment was pervasive. Furthermore, a significant positive relationship was observed between the reward system and teachers' commitment, suggesting the importance of implementing effective reward systems within educational institutions to foster a supportive and motivating work environment for teachers. The indicators of the reward system include extrinsic (financial) and intrinsic (non-financial) rewards. These findings support the existing literature highlighting the importance of proper compensation and educators' work commitment. Thus, the teacher will have a positive self-image, value his job, and give his all for everyone's success. The study provides valuable insights for the Department of Education, school administrators, teachers, and future researchers to understand better the importance of those things stated above in fostering a much better learning community for teachers, students, and everyone in it.