Classroom Reward Practices of Slres Teachers: Its Benefits on the Learners

Abstract

INTRODUCTION"

Rewards are not an entitlement, they have to be deserved, they have to be earned," according to Murad S. Shah. Awards and recognition bestowed on learners who have successfully attained standards set by the school support the efforts and accomplishments of these learners and affirm their latent potential, abilities, and dispositions. Learners who feel good about their abilities and contributions to the school and society are more likely to be happy, content, and motivated (Department of Education Order 36 s.2016).

METHODS

The study used qualitative research using the questionnaire-checklist method and interview. The respondents were 25 teacher-respondents from San Lorenzo Ruiz Elementary School.

RESULTS

On gender, one (1) or 4% was male and twenty-four (24) or 96% were female. On age, 20-40 years old were fifteen (15) or 60%, 41-60 years old were ten (10) or 40%. On civil status, thirteen (13) or 52 % were married and twelve (12) or 48% were single. On position, Teacher I were fifteen (15) or 60%, on Teacher II were three (3) or 12%, Teacher III were six (6) or 24%, and Master Teacher I has only one (1) or 4%. On the length of service, on 1-10 years were fifteen (15) or 60%, 11-20 years were eight (8) or 32%, and 21-30 years were two (2) or 8 %. On grade level, primary teachers were eleven (11) or 44% and intermediate teachers were fourteen (14) or 56 %.

The following are the benefits of classroom reward on the learners: Motivates pupils to excel academically got the highest frequency of twenty -three (23); Instills good behavior inside the classroom obtained thirteen (13); Lessens absenteeism got twelve (12); Fosters friendly competition obtained the lowest frequency of seven (7); and Feels good about oneself got thirteen (13).

DISCUSSIONS

On the basis of the above findings, the following conclusions were drawn: There were more female teachers than male teacher in the total respondents ; teachers from 20-40 years of age outnumbered those teachers from 41 -60 years of age; the number of married and single teachers were almost the same; Teacher I outnumbered Teacher II and Teacher III and there was only one Master Teacher I; teachers who served from 1-10 years were more than those teachers who served from 11-20 years and the least are those teachers who served from 21-30 years; and there were more intermediate teachers than primary teachers among the respondents.

Stamp, stickers, simple token, treat/snacks, and certificate of recognition are some of the classroom rewards being practiced by SLRES teachers. The following are the benefits of classroom reward on the learners: a. Motivates pupils to excel academically; b. Instills good behavior inside the classroom; c. Lessens absenteeism d. Fosters friendly competition, and e. Feels good about oneself.