The Effect of Performance-Based Incentives on School Performance and Job Satisfaction of Public-School Teachers

Authors

  • Albert Julian D. Arciaga Department of Education, Kyumad Integrated School, Division of Sarangani, Philippines
  • Emie A. Genton, PhD Graduate School , Ramon Magsaysay Memorial Colleges image/svg+xml

DOI:

https://doi.org/10.63671/ijeir.v2i3.131

Keywords:

educational management, performance-based incentives, school performance, job satisfaction, public school teachers, qualitative, descriptive correlation, Philippines

Abstract

This study aimed to determine the significant relationship between performance-based incentives and both school performance and job satisfaction among public school teachers in Maasim 1 District, Division of Sarangani, for the School Year 2024-2025. This study employed a quantitative descriptive correlational research design. Using simple proportional random sampling as the technique, the study selected a sample of 233 teachers from the total 555 respondents. The data gathered in the study were collated, tabulated, and analyzed using appropriate statistical tools to ensure accuracy and reliability of results. Specifically, the mean was used to determine the average levels of performance in various areas, while Pearson's correlation coefficient (r) was employed to measure the strength and direction of the relationships between reading comprehension, word problem-solving skills, and academic performance. Based on the results of the study, the extent of performance-based incentives was manifested most of the time. On the other hand, the level of school performance and job satisfaction were high. Also, there was a significant relationship between performance-based incentives and school performance and performance-based incentives and job satisfaction.

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2026-07-04

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Vol. 2 No. 3: July-September 2026

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Arciaga, A. J. D., & Genton, E. A. (2026). The Effect of Performance-Based Incentives on School Performance and Job Satisfaction of Public-School Teachers. International Journal of Educational Innovations and Research, 2(3), 32-48. https://doi.org/10.63671/ijeir.v2i3.131

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