The Combined Influence of Motivational Leadership, Rewards and Recognition toward Generation Z Teacher Retention in Public Elementary Schools
Precy Labi, Josephine Baguio
Received: 05 January 2026; Revised: 15 February 2026; Accepted: 19 February 2026; Published: 22 February 2026
DOI: https://doi.org/10.66074/AQ21SW09
Abstract
Teacher retention has become a strategic concern for public elementary schools as early career teachers report high workload demands, limited support, and weak recognition systems that shape decisions to remain in the profession. This study examined the combined influence of motivational leadership and rewards and recognition on the retention of Generation Z teachers in public elementary schools in Mati South District, Division of Mati City. Using a quantitative, cross-sectional correlational design, data were gathered from 178 Generation Z teachers through a structured survey. Descriptive statistics summarized the level of motivational leadership, rewards and recognition, and teacher retention. Pearson correlation tested bivariate associations, and multiple regression examined the unique contribution of each predictor. Results showed high motivational leadership and very high rewards and recognition and retention. Both predictors were positively associated with retention, with rewards and recognition showing a stronger relationship. In the regression model, rewards and recognition emerged as a significant predictor of retention, while motivational leadership showed no unique effect when both predictors were entered together. Findings highlight the value of credible recognition practices and growth opportunities to support retention among Generation Z teachers in public schools.
Keywords: generation Z, leadership, public schools, retention, rewards
Author Information: Graduate School, Rizal Memorial Colleges, Inc., Davao, Philippines; josephinebbaguio@outlook.com
Volume 2, Issue 2, June 2026