Beyond Rewards: An Examination of Reward Systems Used by BEEd Pre-Service Teachers and their Perceived Pupil Engagement during Practice Teaching

This study employed a descriptive-correlational quantitative research design to examine the reward systems used by BEEd pre-service teachers and the level of pupil engagement as perceived by BEEd pre-service teachers during classroom instruction. Specifically, it investigated the extent of tangible and intangible reward systems, the teacher-perceived level of pupil engagement during classroom activities, the pre-service teachers’ perceptions of the effectiveness of reward systems, and the relationships among these variables. A total of 30 purposively selected BEEd pre-service teachers participated in the study. Data were gathered using an adapted and modified questionnaire and analyzed using frequency counts, weighted means, ranks, and Pearson correlation analysis. Results revealed that intangible rewards were more highly utilized than tangible rewards. Pupil engagement was generally high, particularly in participation, attentiveness, and cooperation. Teachers also perceived reward systems as effective in promoting positive classroom behavior. However, the correlation analysis revealed no significant relationships among reward systems, pupil engagement, and teachers’ perceptions of reward effectiveness. The study concludes that reward systems are commonly used classroom strategies that are positively perceived by pre-service teachers and are associated with reported engagement behaviors; however, no statistically significant relationships were found within the present sample.