Teachers’ Recognition and Its Influence on Work Behavior in Nigerian Public Secondary Schools in Enugu State
This study examined the role of teacher recognition as a non-financial incentive in shaping the work behavior of educators in Nigerian public secondary schools. Employing a mixed-methods approach, data were collected from 120 teachers using questionnaires and semi-structured interviews. Findings revealed a significant positive relationship between recognition practices and teacher commitment, morale, and productivity. Thematic insights highlighted the importance of praise and awards in fostering a sense of belonging and professional satisfaction. The study recommended institutionalizing recognition schemes to enhance teacher effectiveness and retention.