Contemporary Research Analysis Journal

This study examined teacher recognition and instructional effectiveness among public school teachers through the integration of quantitative and qualitative approaches. The findings revealed that teacher recognition was generally experienced to a great extent, particularly in the dimensions of respect and social esteem, while care was experienced to a moderate extent. Instructional effectiveness among teacher-respondents was likewise found to be high across the identified teaching domains, with instructional planning and strategies and classroom management obtaining very high ratings. The study further established a statistically significant positive relationship between teacher recognition and instructional effectiveness, indicating that higher levels of recognition are associated with higher levels of instructional effectiveness among teachers. The findings suggest that experiences of acknowledgment, respect, appreciation, and support within the school environment are linked with positive instructional practices and professional functioning. The qualitative findings provided deeper insights into teachers’ experiences of recognition. Teachers described recognition as a motivating factor that strengthens commitment, enhances professional confidence, and contributes to positive workplace relationships. At the same time, limited recognition was associated with feelings of discouragement and reduced morale. The findings also highlighted the importance of a supportive and collaborative school culture in fostering meaningful recognition experiences among teachers. Overall, the study underscores the relevance of teacher recognition within the educational setting and its association with instructional effectiveness and professional experiences among public school teachers. The integration of quantitative and qualitative findings provided a broader understanding of how recognition is experienced and how it relates to teachers’ instructional practices and professional engagement.

teacher recognition, instructional effectiveness, public school teachers, professional development, teacher motivation, descriptive-correlational research, mixed methods, Philippines

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29. Zahroh, M., Retnowati, R., & Hendarman, H. (2025). The Role of Recognition and Career Development Rewards in Fostering Teacher Engagement: A Systematic Review. Pubmedia Jurnal Penelitian Tindakan Kelas Indonesia. https://doi.org/10.47134/ptk.v3i1.2227.
30. Zannah, M., Sulistiani, I., & Hakim, D. (2026). The Impact Of Quality Assurance Planning And Evaluation Strategies On Teacher Performance In Islamic Elementary Schools: Evidence From An Indonesian Case. Fikroh: Jurnal Pemikiran dan Pendidikan Islam. https://doi.org/10.37812/fikroh.v19i1.2283.