Supporting Quality Human Resource Through Awards and Recognition Scheme: Teachers' Standpoints

This study explored the experiences of teachers with regard to reward and recognition schemes as part of school-based human resource development. Grounded in expectancy theory, the research seeks to understand how recognition influences teacher motivation, job satisfaction, and school culture. Given the increasing demand to attract and retain competent educators, effective incentive programs have become vital tools for fostering professional excellence and organizational commitment. However, in many contexts—including the Philippines—challenges such as limited funding, inconsistent implementation, and lack of prioritization hinder the effective delivery of such programs. Drawing on both global and local perspectives, the study examines how well-designed recognition initiatives can enhance educational quality, promote affective organizational commitment, and counteract declining morale, especially in under-resourced schools. The findings are expected to identify the forms of recognition teachers most value and reveal how acknowledgment mechanisms can shape positive school environments. Ultimately, the study aims to provide insights for educational leaders and policymakers on developing meaningful reward systems that motivate teachers and elevate performance across school systems.