Australian Journal of Teacher Eduction - Supporting Quality Teachers With Recognition - Vol 36 - December 2011

Oct 15, 2026

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Recognition and awards programs for excellent teachers are examined as a valuable means to motivate educators and support meaningful improvements in student learning. Research is cited as showing major gaps in such programs across the USA and Australia, while teachers report that recognition sustains high-level instruction. Motivational theories are used to ground program design, and merit pay is discussed as a largely ineffective motivator with limited learning benefits.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Introduction

Evaluation Needs to be Accountable

Key Evidence and Surveys

Australian Journal of Teacher Eduction Supporting Quality Teachers With Recognition Hans A. Andrews Olney Central College, Illinois, USA Abstract: Value has been found in providing recognition and awards programs for excellent teachers. Research has also found a major lack of these programs in both the USA and in Australia. Teachers receiving recognition and awards for their teaching have praised recognition programs as providing motivation for them to continue high-level instruction. Motivational theories provide a solid foundation for these programs. Teacher educators should find ‘recognition’ as an important part of their curriculum in terms of teaching the research behind motivational theories. They can also encourage K-12 schools to provide recognition to the excellent teachers working with university teacher educators assisting student teachers. The concept of merit pay is being touted in both the USA and Australia but the research has found merit pay to be a non-motivator and it has not provided significant improvements in student learning outcomes in most programs that have provided it. Introduction Recognition is a very rewarding experience for an excellent classroom teacher and his or her students. Recognition for teachers builds off of some of the well known extrinsic and intrinsic motivational theories. It offers hope for meaningful recognition to the other teachers working to improve student-learning outcomes. It also brings pride and support from the teacher’s students, administration, governing board and general public. Teachers are not satisfied with current evaluation processes as they have not lead to meaningful outcomes for most of the best teachers and/or those not performing in either the United States or Australia. There are movements now in both of these countries to promote merit pay that has been found ineffective in numerous studies over the years and proven not to be a motivator for teachers. Teacher educators, school administrators and the governing boards can change the climate by expanding meaningful recognition programs for their exceptional teachers. This is a tremendous honor, an incredible opportunity for me to advocate for students, represent teachers, and draw positive attention to our collective efforts in public education. Michelle Shearer, 2011 National Teacher of the Year, High School Chemistry Teacher, Frederick, Maryland, USA It was a lovely ceremony that made me feel very special as a teacher. It makes us feel like we have a place in the lives of the children we teach. Vol 36, 12, December 2011 59 Australian Journal of Teacher Eduction Tracey Anthony, Western Australia’s Winner of The Excellence by a Teacher-Best National Achievement Award; Western Australia, Aranmore Catholic College This article should help bring to the surface the lack of recognition presently existing for outstanding teachers in the US and Australia. It incorporates the important roles of extrinsic and intrinsic motivation to teachers receiving awards. The focus is primarily on the K-12 systems and community colleges in the US and, secondarily, on K-12 systems in Australia. I have chosen to leave out evaluation and recognition in the university system due to the fact that their systems of evaluation of teachers depends in large part on research and publication whereas K-12 and community college evaluation depends almost entirely upon classroom teaching. However, the role of university teacher educators to encourage and promote recognition for outstanding teachers they work with in placing student teachers can play a significant role in expanding teacher recognition sensitivities and programs. Harris Interactive supported a study in which the Gordon S. Black Corporation identified recognition of excellence in teaching as one of the top three drivers of satisfaction among teachers in the US. Their survey of 23,569 teachers, however, found only

FAQs

Why are recognition and awards programs considered valuable for teachers?

They provide meaningful motivation and sustained pride and support that encourage teachers to continue high-level instruction and improve student-learning outcomes.

What research gap is reported regarding recognition programs?

Studies found a major lack of recognition and awards programs for excellent teachers in both the USA and Australia, with only about half of surveyed teachers reporting such programs in their schools.

How does the document evaluate merit pay?

It states that merit pay has been found to be a non-motivator and has not produced significant improvements in student learning outcomes in most programs that implemented it.

Oct 15, 2026

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