The Combined Influence of Motivational Leadership, Rewards and Recognition toward Generation Z Teacher Retention in Public Elementary Schools

Abstract

This study examined the retention of Generation Z teachers in Davao City's public elementary schools, focusing on the influence of motivational leadership plus rewards and recognition. Employing a quantitative research design and correlation-regression analysis, the study surveyed 150 Gen Z teachers. The findings revealed that while motivational leadership, particularly transformational leadership, and collaborative decision-making, was perceived as high, it had only a moderately low correlation with teacher retention. Rewards and recognition, encompassing compensation, career advancement, and performance recognition, demonstrated a stronger, moderately high correlation with retention. Although the teachers expressed a strong intent to stay, particularly due to job tenure, the regression analysis indicated that rewards and recognition significantly influenced their decision to remain, accounting for 39.4% of the variance in teacher retention. Based on these results, the study suggests that policymakers should prioritize structured incentive programs, such as performance-based recognition and clear career pathways. School administrators are advised to implement reward systems acknowledging teachers' contributions through promotions and bonuses, while educators should pursue professional development and advocate for better recognition. Future research may explore factors like work-life balance and the long-term impacts of incentive programs to improve teacher retention strategies. Overall, the study emphasizes the critical role of tangible rewards and recognition in retaining Gen Z teachers.