Perceived Effects, Views, And Experiences Of Elementary Teachers On Deped Awards And Recognition System
Harrieth Shane H. Bellina, Jean Carlo Escala, Mikaellah D. Apuda, Jade B. Bancale, Heroeshe M. Bendoy, Chelsie Cloma F. Cabaluna
Student Research · 2025
Bachelor of Elementary Education
The Department of Education (DepEd) Awards and Recognition System aimed to acknowledge and promote student achievement, motivation, and holistic development. This study explored elementary teachers' perceived effects, views, and experiences on implementing the DepEd Awards and Recognition System in Day-as for the school year 2024–2025. A descriptive survey design was employed, involving 26 elementary teachers as respondents through total enumeration. The study was conducted within the school environment using a validated survey questionnaire and structured interviews, and the data were analyzed by calculating the mean and standard deviation. The results showed that the system had a generally positive impact on student motivation, academic performance, and behavior, though variations existed based on individual student differences. Teachers viewed the system as fair and beneficial but identified challenges such as limited training. This study concluded that continuous assessment and refinement were necessary while the recognition system supported student engagement and achievement. The researchers recommended that DepEd and school administrators focus on promoting equal opportunities for recognition to ensure that all students, regardless of academic standing or background, are valued and motivated while continuously refining the system to uphold fairness and inclusivity.
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