School Hardship Allowance: Impact on Teacher Motivation and Burnout Prevention in Elementary Schools
Description
Motivating teachers and preventing burnout are key factors that affect educational results and teacher turnover, particularly in public schools. Recently, there has been a significant focus on the problem of teacher burnout due to its impact on both the well-being of teachers and the quality of education. The existing needs of teachers in the Philippines, combined with scarce resources, have made the subject more significant. In research conducted by Edward et al. (2023), the stresses faced by educators such as overcrowded classrooms, excessive workloads, and the growing reliance on technology have led to an increase in teacher burnout rates. Furthermore, inadequate support and acknowledgment have resulted in a decrease in teachers' motivation and job satisfaction. These results emphasize the need to find ways to reduce burnout and boost teacher motivation, like offering financial incentives such as school hardship allowances. School hardship allowances have been implemented as a possible remedy for combating teacher burnout and maintaining motivation.. For instance, Okoye and colleagues (2024) discovered that monetary rewards, such as stipends and incentives, correlated with increased levels of teacher involvement and dedication to their job. Likewise, research conducted by Farezhena and Wijayaningsih (2022) found that educators who were granted hardship allowances were more inclined to indicate increased job satisfaction and reduced stress levels. These results indicate that these permissions may have a notable impact on averting burnout and enhancing teacher spirits. Nevertheless, the efficacy of school hardship allowances in averting burnout and inspiring teachers is a topic of constant discussion. Some research indicates that offering money can enhance teacher happiness, while other studies underline the importance of additional support systems beyond just cash incentives. A study conducted by Tilan and Cabal (2021) investigated how financial incentives can help reduce teacher burnout in rural schools in the Philippines. The literature examined highlights how financial assistance is crucial in boosting teacher morale and avoiding burnout. Though evidence shows that hardship allowances can be beneficial, it is evident that effectively addressing teacher burnout requires a holistic approach that includes professional growth and a supportive school environment. This research will add to the current knowledge pool by investigating the connection between school hardship allowances and teacher motivation at Elementary School, providing valuable insights for policymakers and educational leaders nationally and globally.