IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO.

1, MARCH 2024

INFLUENCE OF FINANCIAL INCENTIVES PROVIDED ON TEACHERS'

PRODUCTIVITY

ANALENE L. APAY,1 REYNALDO A. BAREÑO,2 EDNA A. CABILLO,3 JESSZON B. CANO,4

KINGIE G. MICABALO5
[email protected], [email protected], [email protected],
[email protected], [email protected]
Department of Education - Cebu
Bohol Island State University – Candijay
University of Cebu – Lapu-lapu Mandaue, Philippines

DOI: https://doi.org/10.54476/ioer-imrj/106119

ABSTRACT

The Government of the Philippines has remained faithful to its promise that education will be a top priority,
and the Department of Education (DepEd) also ensures that the rights and welfare of teachers will be
protected. This study sought to determine the influence of financial incentives on teachers’ productivity in
Lapu-Lapu City. The study adopted the descriptive survey method, which used the survey questionnaire
as the main instrument for gathering the data. The study's respondents were the preschool, elementary,
junior, and senior high school teachers of the Department of Education Lapu-Lapu City Division. The
sampling technique used for this research was stratified and convenience sampling. A total sample of five
hundred ninety-six (596) teachers were selected from a total population of two thousand nine hundred
seventy-eight (2,978). The survey tool had undergone content validation. For data analysis, frequency
percentage and weighted mean were applied. For the performance-based bonus, 8 out of 10 statements
were highly agreed upon by the respondents, while the remaining two were moderately agreed upon.
Performance-based- bonuses were effective across all demographics. The majority of teachers highly
decided in terms of mid-year bonuses that would affect their performance and help them grow
professionally. Overall, the concept of the mid-year bonus was considered adequate across
demographics. Deloading of subjects was the most effective motivator across all teacher demographics,
as teachers responded to it as highly agreeable.
Keywords: Education, teachers’ productivity, financial incentives, descriptive-quantitative, Lapu-
Lapu, Cebu, Philippines

INTRODUCTION remunerative incentives, financial incentives,

moral incentives, coercive incentives, natural
Incentives motivate an individual to act. The incentives, and intrinsic incentives (Akinyi, 2015)
study of incentive structures is central to the study Financial incentives may be monetary benefits that
of all economic activities (both in terms of a company offers its customers or employees. The
individual decision-making and cooperation and term may also refer to incentives that encourage
competition within a larger institutional structure). members of the public to cooperate or provide
Incentives are classified according to the different information. It encourages greater productivity and
ways in which they motivate agents to take a loyalty among employees. Some examples of
particular course of action. It can be classified into incentives are bonuses, raises, profit sharing, and
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
201
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 1, MARCH 2024
commissions. This study is anchored on the relationship between the level of influence
Incentive theory of motivation. The incentive and the profile of the respondents.
theory of motivation emerged during the 1940s
and 1950s, building on the earlier drive theories METHODOLOGY
established by psychologists such as Clark Hull. This study adopted the descriptive survey
Researchers have developed several theories to method which used the survey questionnaire as
explain motivation. Each theory tends to be rather the main instrument in gathering the data. It is
limited in scope. However, by looking at the key situated approximately six (6) kilometers away
ideas behind each theory, you can gain a better from the bustling economic center of Cebu City.
understanding of motivation as a whole. The Department of Education Lapu-Lapu City Division
incentive theory suggests that people are envisions becoming a model entity continuously
motivated to do things because of external manned by dynamic, innovative, and value-laden
rewards. For example, you might be motivated to educators in partnership with supportive
go to work each day for the monetary reward of stakeholders in developing the learners’ full
being paid. Behavioral learning concepts such as potential, values, and competencies who can
association and reinforcement play an important excel locally, nationally, and internationally. It is a
role in this theory (Bowen, 2000). The effects of a five-story building located in B.M Dimataga Street,
study on a financial incentive on teachers’ Poblacion, Lapu- Lapu City adjacent to Nuestra
productivity in Lapu-Lapu City is intended to Senora Virgen Dela Regla Parish, with ten (10)
provide comprehensive reference and general districts composed of both public and private
background information about rewarding teaching schools across all levels.
efforts. Exploring options and the result of certain
incentives could allow teachers to raise The study involved preschool, elementary,
productivity in creative ways by enhancing the junior, and senior high school teachers from the
status of tea. Productivity research can examine Department of Education Lapu-Lapu City Division.
various paths that could result in raising teaching A sample of 596 teachers was chosen from a total
standards. An example of non-financial incentives population of 2,978 using stratified and
could be quantifying the effects using status convenience sampling techniques. Stratified
enhancement, such as teaching awards. sampling was employed to gather data from four
Discovering ways of raising teaching morale could categories of teachers: preschool, elementary,
be examined about enhanced productivity Finding junior high school, and senior high school. Within
more options for rewarding teachers financially each category, 9, 351, 213, and 23 teachers were
could lead to teachers viewing their career choices respectively selected, ensuring equal
in a more positive framework. This study could representation and fairness across all levels for
show how the effects benefit both students and participation in the survey.
teachers. Table 1
Distribution of Research Respondents
OBJECTIVES OF THE STUDY Populatio
Sample
Percentag
Category Size
n e
Selected
The study determined the influence of Pre-school 43 9 0.30%
financial incentives on teachers’ productivity in Elementary 1,757 351 11.78%
Lapu-Lapu City, Cebu, Philippines. Specifically, Junior High
1,065 213 7.15%
School
the sought answers to the 1.) Profile of the Senior High
113 23 0.77%
respondents in terms of age, gender, educational School
attainment, marital status, position title, and length Total 2,978 596 20%
of service; 2.) Influence of the financial incentives
provided teachers’ productivity in terms of The study determined the influence of
teaching performance and professional growth; 3.) financial incentives provided on teacher’s
productivity. The researchers used primary data
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
202
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 1, MARCH 2024
since it provided relevant and current data on the The profile of the respondents was based
subject of the study. A survey questionnaire was on age, gender, highest educational attainment,
used to collect the data. It contained thirty- six (36) marital status, organizational rank, and the length
questions. The first part is on the profile of the of time rendered by the respondents in their jobs.
respondents and the second part is on the level of
influence of the financial incentives provided by Table 2
Profile of the Respondents
the department in terms of their teaching Age Frequency Percentage
performance and professional growth which were 20-29 years old 45 7.55
answered using the Likert scale. 30-39 years old 406 68.12
The research instrument used is a survey 40-49 years old 90 15.10
questionnaire that describes the responses based 50 and above 55 9.23
on the Likert scale. The first part is the profile of Gender
the respondents and the second part is the level Female 490 82.21
Male 106 17.79
of influence of the financial incentives with the
Educational Attainment
following statement: performance-based bonus,
midyear bonus, and deloading of subjects both College Degree 480 80.54
with indicators based on teaching performance Master’s Degree 98 16.44
and Doctorate Degree 16 2.68
There were five hundred ninety-six (596) Other’s 2 0.34
respondents who answered the survey Marital Status
questionnaire. Before the formulation of Single/Unmarried 358 60.07
questions, the researcher asked permission from Married 213 35.73
the school principal to survey the respondents in Separated 15 2.52
Divorced / Annulled 2 0.34
the schools. The questionnaires were distributed,
Widowed 8 1.34
answered by the respondents, and retrieved
Position title
afterward. Upon gathering the completed Teacher I 547 91.78
questionnaire, the researcher examined it Teacher II 15 2.52
thoroughly and asked further questions to clarify Teacher III 18 3.02
some unclear answers. After this, the data Head Teacher 5 0.84
collected were tabulated, analyzed, and Master Teacher I 8 1.34
interpreted. Master Teacher II 3 0.50
For better understanding, the information Master Teacher III 0 0
Master Teacher IV 0 0
gathered is presented in tabular form. To solve for
Teaching Experience
the percentage shown in Tables 1 and 2, the
Less than 2 years 38 6.38
researcher tallied the data given and got the 2 years to less than 4 years 106 17.79
number. After getting the total number, it was 4 years to less than 6 years 88 14.76
divided by the total number of respondents, and
6 years or more 364 61.07
the result was multiplied by 100. With Tables 3,4
and 5, the researchers used the Likert scale to
measure the influence of financial incentives on The age of the respondents is one of the
teachers’ productivity in Lapu-Lapu City based on determinants of the respondents’ profile. It is an
the weighted mean. important factor in determining a person’s capacity
to earn an income and how he handles his
RESULTS AND DISCUSSION finances to achieve financial growth.
The findings show that more than half or
1. Profile of the Respondents 68.12% of the respondents were in the age
bracket of 30-39 years old, 90, or 15.10% were 40-
49 years old, 55 or 9.23% were 50 years and
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
203
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 1, MARCH 2024
above and the rest were 20 -29 years old. Table 2 jobs for more than six years, one hundred six
denotes that more than half of the respondents (106) or 17.79% have been in the service for 2
were in the age bracket of 30-39 years old, which years to less than 4 years, eighty- eight (88) or
belongs to the working age group. 14.76% answered that they were teaching for 4
The gender of the respondents is included to years to less than 6 years while the last (38) or
determine how many males and females are 6.38% respondents who were there for a couple of
involved in the study. months to less than 2 years. The findings showed
The table indicates that 490 (82.21%) of the that more than half of the respondents were
respondents were female, while 106 (17.79%) teaching for more than six (6) years, which means
were male, indicating a higher proportion of female that public sector employment specifically in the
respondents. This aligns with national trends, as Department of Education is more attractive than
reported by the National Education Association private sector employment.
(NEA), where men make up less than 25% of all
teachers in public schools in the United States, a
2. Performance Based- Bonus
pattern mirrored in the Philippines. Traditionally,
there has been a higher representation of women
Table 3
in the education sector. Additionally, Table 2 Performance Based- Bonus
presents the educational attainment of the Teaching Performance WM Interpretation
1. Performance Based Bonus 3.9 Highly Agree
respondents. It reveals that 480 (80.54%) of the motivates me to achieve the
respondents hold a bachelor's degree, while 98 competencies set by the organization
(16.44%) have attained a master’s degree. 2. I am being rewarded for my efforts;
therefore, it makes me want to stay in
3.5 Highly Agree

Furthermore, 16 (2.68%) have completed a the organization

doctorate, and 2 (0.34%) have undergone non- 3. It lessens teacher’s high vacancy 2.9 Moderately
rates and high turnover Agree
formal vocational training. 4. It energizes me to teach 3.7 Highly Agree
The person’s responsibility can be measured competitively because I know I am
compensated
through his civil status and dependents, such as 5. Performance Based Bonus lessens 3.8 Highly Agree
children, parents, or siblings, to determine whether the absenteeism rate of the teacher.
one is planning only for himself or others as well.
Professional Growth WM Interpretation
Table 2 further showed that three hundred fifty- 1. It helps in the improvement of 3.7 Highly Agree
eight (358) or 60.07% of the respondents were knowledge, skills, and expertise
needed to provide quality
single, two hundred thirteen (213) or 35.73% were 2. It aids in developing my expertise 3.6 Highly Agree
married, fifteen (15) or 2.52% were separated, and specializing in the field of teaching
to provide long-term goals for
eight (8) or 1.34% were widowed while the professional development
remaining two (2) or 0.34% were annulled. 3. It expands my skills and improves 3.9 Highly Agree
Teacher’s professional rank or title in the student performance by participating in
professional development tied to
organization is also considered since their student needs.
bonuses depend on the position or rank to, which 4. It boosts my ability to demonstrate 3.0 Moderately
that I have met the relevant standards Agree
they belong. that lead to valued professional
Five hundred forty-seven (547) or 91.78% of recognition and enhanced career
opportunities
the respondents were Teachers I, eighteen (18) or 5. It gives me satisfaction that I am 3.5 Highly Agree
3.02% were Teachers III, fifteen (15), or 2.52% rewarded for my effort therefore it
makes me more diligent in my job
were Teacher II, eight (8), or 1.34% were Master
teacher I, five (5) or 0.83% was head teacher, Table 3 shows the result based on the Likert
while the master teacher II had three (3) or 0.50%. scale with general indicators of teaching
The findings show that the majority of the performance and professional growth due to
respondents were teacher I, who is an entry-level financial incentive performance-based- bonuses.
teacher in the Department of Education. This table Table 3 indicates that eight (8) out of ten (10)
further reveals that three hundred sixty-four (364) statements were highly agreed by the respondents
or 61.07% of the respondents were already in their
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
204
 IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 1, MARCH 2024
while the remaining two (2) were moderately 4. Deloading of Subjects
agreed. Possibly, the demographic moderately
agreed with the performance base bonus for Table 5 reveals the result based on all the
lessening vacancy and turnover was teacher I, general indicators of teaching performance and
respondents. professional growth.
Overall, the bonus was effective across all
demographics. That is, the performance-based- Table 5
Deloading of Subjects
bonus scheme resulted in better performance by Teaching Performance WM Interpretation
teachers. 1. De-loading provides me ample time to 4.0 Highly Agree
prepare my DLP Daily Lesson Plan to be
submitted on time which is compulsory for
3. Mid-Year Bonus submission
2. I can effectively utilize differentiated 4.0 Highly Agree
techniques in teaching various types of
Table 4
learners
Mid-Year Bonus
3. Due to the de-loading of subjects, I can 4.0 Highly Agree
Teaching Performance WM Interpretation manage to allocate time for paper works that
1. It excites me to be in school and be on time 3.9 Highly Agree is part of the teacher’s function
2. I get inspired to be in school and not be 3.8 Highly Agree 4. Improve teaching strategies that may 4.0 Highly Agree
absent develop/increase the performance of the
3. It strengthens my will to become a better 3.7 Highly Agree students
teacher 5. De-loading of subjects motivates me to 4.0 Highly Agree
4. It encourages me to have zero failures in 3.9 Highly Agree teach and carry out 100% of the
my class competencies allotted in a particular
5. Get all teaching materials ready before 3.9 Highly Agree quarter/grading periods implemented in the
class (books, visual aids, projector) to curriculum by the organization
fully utilize the entire class period Professional Growth WM Interpretation
Professional Growth WM Interpretation 1. Enhance my skills needed to provide 4.0 Highly Agree
1. Mid-year bonus motivates me to attend 3.8 Highly Agree quality education which is the main purpose
more teaching seminars of the program of the organization
2. Use the mid-year bonus to advance my 3.6 Highly Agree 2. Professional development in a way of 4.0 Highly Agree
educational attainment enriching my expertise in specialized
3. Using mid-year bonus to encourage other 1.9 Less Agree subjects assigned
teachers to share a portion to invite 3. De-loading encourages the teachers to 4.0 Less Agree
expert speakers to help teachers grow strive hard to upgrade his/her education
professionally which is needed for the teaching profession
4. Use the mid-year bonus to buy teaching 3.8 Highly Agree 4. Motivates the teacher to keep performing 4.0 Highly Agree
materials that help me with my teaching his/her best which will lead to a product of
skills professional advancement
5. I am inspired to use at least 25% of my 2.1 Less Agree 5. De-loading of subjects inspires the 4.0 Less Agree
bonus for my professional growth teachers to be creative in the integration of
positive ideas from real fields of work
appropriate for the subject matter with the
application of acquired knowledge in his/her
The majority of teachers indicated highly post-graduate studies that can translate the
positive outcome for the organization
agreed response (3.26 or greater) to all
statements given in the Mid-Year Bonus section
except two (2) statements which were answered The majority of teachers responded with a
as less agreed. These were using a portion of the highly agreed reaction (4.0) to all deloading of
teacher’s mid-year bonus to invite expert speakers subject statements. Deloading was the most
and sparing 25% of it to help them in growing highly effective motivator across all teacher
professionally. Based on the number of less demographics. Since this incentive was so well
agreed answers, this portion of the incentive would received by different types of teachers, more
not influence all teacher demographics, but the research could be done to explore and expand on
overall concept of the mid-year bonus was the de-loading of subjects was the most highly
considered effective across demographics. effective motivator across all teacher
demographics.

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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
205
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 1, MARCH 2024
CONCLUSIONS Vol. 5, No. 2.
https://www.macrothink.org/journal/index.php/ijhrs/
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Department of Education to teachers in Lapu- integrity, and learning in Sierra Leone. PSRP
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found that the de-loading of subjects had the most
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
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AUTHORS’ PROFILE stationed in Arcelo Memorial National High
School – Liloan, Cebu Senior High School (SHS)
Analene L. Apay, MBA, DBA Department particularly Accountancy, Business
Candidate obtained her and Management (ABM) Strand. In addition, he is
undergraduate degree of a grade-level coordinator for grade 12 in Senior
Bachelor of Science in High (SHS). Moreover, Dr. Bareño is currently a
Commerce majoring in Research Coordinator in the school and at the
Entrepreneurship from the same time designated as a Municipal Action
University of San Jose-Recoletos-Cebu in 2007. In Research/Innovation Focal Person in the District
2012, she acquired her master’s degree, Master in of Liloan, Liloan Cebu.
Business Administration (MBA) at the University of
Cebu-Main Campus. At present, she is in the Edna A. Cabillo, DBA, LPT
process of completing the requirements for received her degree in
graduation in her doctorate, Doctor in Business Bachelor Science in
Administration (DBA) at the University of Cebu- Commerce - Business
Main Campus. She was an Office Assistant at the Administration from the
Mandaue Chamber of Commerce in the year University of San Jose-
2007. Subsequently, she owned a business and Recoletos, Main Campus in Cebu City in 2001.
served as Manager/Owner of Breadtime She earned her Diploma in Professional Education
Bakeshop in Lapu-Lapu City from 2010 - 2014. In (DPE) from Cebu Technological University in 2013
addition, Analene L. Apay worked as a Business and passed the board examination of Licensure
Instructor at ACLC College-Mandaue City, Cebu Examination for Teachers that same year. She
from 2014 until 2016. Currently, she is operating successfully finished the comprehensive test and
her own business, Nhallen Bedspace & Rental met the academic requirements for the Master of
Services in Lapu-Lapu City, Cebu. Arts in Vocational Education (MAVED) in 2016.
She also obtained her Master's degree in Business
Administration (MBA) from Southwestern
University-Phinma, Cebu City in 2017 and her
Reynaldo A. Bareño, DBA, LPT Doctor of Business Administration (DBA) from the
is a graduate of Araullo University University of Cebu - Main Campus in 2021.
Phinma (Phinma AU) in She currently works at the Department of
Cabanatuan City, Nueva Ecija, in Education, Lapu-Lapu City Division where she
2000 with an undergraduate teaches senior high school students about
degree Bachelor of Science in accounting, business, and management. She is
Accountancy (BSA). In 2014, he completed his the School's Canteen Manager, Brigada Eskwela
Diploma in Professional Education (DPE) at Cebu and Adopt-A-School Program Coordinator. She is
Technological University – Main Campus and also a senior member of the Royal Institute of
passed the board examination for Licensure Teachers in Singapore.
Examination for Teachers (LET) in the year 2015. Dr. Cabillo acquired experience in finance through
In the same year, he earned 12 units of Master of running her own business and working for other
Arts in Education (MAEd) leading to Administration organizations in addition to attending seminars
and Supervision in the same school (CTU-Main and training.
Campus). He obtained his Master’s degree in
Business Administration (MBA) in 2017 at Dr. Jesszon B. Cano, CHP,
Southwestern University - Phinma, Cebu, and LPT is a graduate of Holy Name
finished his degree in Doctor in Business University (HNU), in 2015 with
Administration (DBA) last May 2021 at the an undergraduate degree
University of Cebu - Main Campus. Since 2016, he Bachelor of Science in Hotel and
has been teaching at the Department of Education Restaurant Management
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
207
IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL, VOL. 6, NO. 1, MARCH 2024
(BSHRM). He obtained his Master’s degree in Licensure Examination for Professional
Business Administration majoring in Hotel and Teachers (LET) in 2023. He then endeavors to
Restaurant Management (MBA-HRM) in 2018 at continue his professional development by
the University of Cebu, Graduate School, Main pursuing a Doctor of Education Major in
Campus (UC-Main) and finished his degree in Educational Leadership and Management. Dr.
Doctor of Business Administration (DBA) last 2020 Micabalo has participated in and submitted faculty
in the same university. He completed the research through the College of Business and
Certificate of Professional Education (CPE) at the Accountancy at the University of Cebu Lapu-Lapu
University of Cebu - Lapu-Lapu and Mandaue and Mandaue. He published several papers in
Campus (UC-LM) in the year 2021. He has also respective Journal Publications. He was also part
successfully met the prescribed requirements for of the University of Cebu International Research
certification as established by the Institute of collaboration on Vietnam-Philippines Project on
Tourism and Hospitality Professionals (ITHP) in Flooding as one of the researchers. Moreover, Dr.
co-certifying partnership with Global Professional Micabalo is a designated department research
Advancement (GPA) and awarded the statistician and a content expert. He passed the
professional designation of Certified Hospitality examination and was certified in 2019 as a Capital
Professional (CHP®) in the same year. In 2023 he Market Investment Teaching Accredited
took and passed the Licensure Examination for Professional (CMITAP) through the Capital Market
Professional Teachers majoring in Social Studies. Institute of the Philippines held at Dasmarinas,
Moreover, he is currently the Program Chair of the Cavite. He is a member of the following respective
Hospitality Management department at the education and research organizations, namely:
College of Business and Management. Philippine Association of Institutions for Research
Furthermore, Dr. Cano actively participated in (PAIR), Association of Scholarly Editors (ASE),
research presentations both in local and Association of Scholarly Peer Reviewers,
international forums. He also published several Philippine Association of College Business and
articles in multidisciplinary, scientific, peer- also a proud member of Council of Management
reviewed, indexed, and cross-referenced journals. Educators and Professionals in the Philippines,
His research interests include environmental Inc. (COMEPP). Dr. Micabalo is a Junior People
management in tourism and hospitality, service Management Association of the Philippines
quality, destination marketing, community (JPMAP) adviser for the Human Resource
participation in tourism development, career Development and Management course. He is also
development in hospitality, and events the Student Internship Program in the Philippines
management. (SIPP) Coordinator and formerly the Program
Research Coordinator at the College of Business
Dr. Kingie G. Micabalo, and Accountancy.
CMITAP, LPT is a licensed
professional teacher. He COPYRIGHTS
graduated from the University of
Cebu, Cebu City, Philippines, in Copyright of this article is retained by the
2014 with an undergraduate author/s, with first publication rights granted to
Bachelor of Science in Business Administration,
IIMRJ. This is an open-access article distributed
majoring in Management Accounting. He obtained
his Master's in Business Administration (MBA) under the terms and conditions of the Creative
from the same Higher Education Institution. He Commons Attribution–Noncommercial 4.0
finished the Doctor of Business Administration International License (http://creative
(DBA) degree in 2020 at the University of Cebu commons.org/licenses/by/4).
Graduate School. He completed the Certificate of
Professional Education at the University of Cebu
Lapu- Lapu and Mandaue and passed the
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APAY, A. L., BAREÑO, R. A., CABILLO, E.A., CANO, J.B., MICABILO, K.G., Influence of Financial Incentives Provided
on Teachers’ Productivity, pp.201 - 208
208