Rewards System towards Goal-Oriented Teaching

Abstract

INTRODUCTION

Education is noted as a powerful force in bringing about the desired change. In the educational arena, administrators must ensure that teachers and learners are well motivated to create a positive learning atmosphere. Thus, there are different factors that affect the performance of quality-oriented teaching relative to instructional competence, teacher's job involvement, and participation, all of these were presented in this study.

METHODS

The respondents of the study were public school teachers. Questionnaires were distributed and collected. The research used the descriptive research design and utilized the t-test to determine the factors that affect the perceptions of teachers with regards to the teacher's instructional competence and participation and involvement. Weighted mean and standard deviation were used to measure the mean level of the reward system of teachers in terms of intrinsic and extrinsic and the perceived level of quality-oriented teaching with regards to instructional competence and job involvement and participation.

RESULTS

The respondents who participated in the study revealed that (1) motivational reward system in terms of promotion, success orientation, benefits and salary and recognition and merit, self-development which includes self-regulation and self-worth variables were indicated as " highly evident" indicators; (2) quality-oriented teaching relative to advanced system teaching includes instructional competence, instructional interventions, individual Performance and Commitment, and job involvement and participation were found to be "highly evident"; (3) educational background, position, educational attainment and length of service were believed to be significant factors that affect the quality-oriented teaching.

DISCUSSIONS

The results demonstrate that the reward system is given by the administrators whether intrinsic or extrinsic significantly affect the performance of quality-oriented teaching of public school teachers. The results may imply that teachers will become happy if they are not isolating themselves from the group. Therefore, it is imperative that teachers need to have an optimistic view in life, the feeling of security and trust to the people around him, so he will be involved and satisfied. The instructional leaders may give rewards because this gives fulfillment to teachers which may contribute to the delivery of quality education to our learners.