LEADING EDUCATION CHANGE THROUGH REWARD STRATEGIES ON STUDENT MOTIVATION AND ACHIEVEMENT IN PUBLIC SCHOOLS

Abstract

Rewards and motivation are central and essential in effective classroom management, which shapes student behavior and fosters a positive and productive learning environment. This study explores the impact of educational leadership's reward strategies on student motivation and academic achievement in public schools in Balochistan, Pakistan. Anchored in Self-Determination Theory, this research examines how intrinsic and extrinsic rewards are framed and delivered through school leadership practices and how they affect students’ engagement and performance. A qualitative research design was employed, involving twelve purposefully semi-structured interviews with teachers from four public schools to gain in-depth insights into their experiences. The findings reveal that motivation is central to increasing students' willingness to participate in learning activities. Leadership practices incorporating intrinsic and extrinsic rewards such as verbal praise, recognition, and tangible incentives significantly boost student motivation. Additionally, timely feedback and interactive teaching methods contribute to academic success and encourage a classroom atmosphere through goal-setting. The study emphasizes addressing students' psychological needs for autonomy and competence. It also recommends emphasizing a balanced reward system combining intrinsic and extrinsic incentives. Additionally, the study highlights how ongoing professional development and training for teachers are crucial in motivational strategies to cultivate a supportive and achievement-focused learning environment.