Recognition Print or save as PDF

How is it defined?

Employee recognition is a type of feedback intended to strengthen an employee’s behavior or highlight the accomplishment of a work-related task (Mone et al., 2011). Typically, individuals value a work environment that fosters collegiality and acknowledges their achievements (Pastore et al., 1996). Employee recognition is tied to identity formation, allowing workers to construct meaning from their work and advance personal development (Grawitch et al. 2006). However, despite the demanding nature of the teaching profession, educators often lack recognition for their accomplishments (Greenglass & Burke, 2003).

The Learning Bar's Staff Survey framework is based on 13 core indicators designed to capture the key metrics of employee health and well-being. Together, these indicators support the development of a positive school climate.

Why is it important?

  • Regardless of profession or status, most employees have a need for everyday recognition in the workplace (Saunderson, 2004).
  • A lack of perceived recognition can lead to educators feeling underappreciated, resulting in higher levels of employee turnover (Sahl, 2017).
  • By acknowledging effort and good work, organizations can increase employee motivation,
    job performance, and well-being (Brun & Dugas, 2008).

How do we measure it?

The OurSCHOOL Staff Survey includes five items asking respondents the degree to which they feel their efforts at work are recognized by their school leaders and peers. The results are reported as “the percentage of staff who experience positive recognition”.


Brun, J. P., & Dugas, N. (2008). An analysis of employee recognition: Perspectives on human resources practices. The International Journal of Human Resource Management, 19(4), 716-730.

Grawitch, M. J., Gottschalk, M., & Munz, D. C. (2006). The path to a healthy workplace: A critical review linking healthy workplace practices, employee well-being, and organizational improvements. Consulting Psychology Journal:Practice and Research, 58(3), 129.

Greenglass, E. R., & Burke, R. J. (2003). Teacher stress. In M. F. Dollard, A. H. Winefield, & H. R. Winefield (Eds.), Occupational stress in the service professions (pp. 213-236). Taylor and Francis.

Mone, E. et al., (2011). Performance management at the wheel: Driving employee engagement in organizations. Journal of Business and Psychology, 26(2), 205-212.

Pastore, D. L., Inglis, S., & Danylchuk, K. E. (1996). Retention factors in coaching and athletic management: Differences by gender, position, and geographic location. Journal of Sport and Social Issues, 20(4).

Sahl, A. (2017). The importance of faculty appreciation and recognition: A case study of one institution. Humboldt Journal of Social Relations, 39, 246-259.

Saunderson, R. (2004). Survey findings of the effectiveness of employee recognition in the public sector. Public Personnel Management, 33(3), 255-275.