Özet:

The current study aimed to identify teachers’ expectation levels regarding performance rewards in their profession and to present their beliefs in the framework of expectancy theory. The working group was composed of 40 primary school teachers employed in Düzce, Turkey, during the 2013-2014 academic year. The study utilized the qualitative research method, and descriptive and content analyses were used in data analysis. The obtained results are as follows: Administrators’ expectations from teachers in terms of teaching profession are classroom management, love for the teaching profession, students’ academic achievement, teamwork, time management and counseling services to students. School administrators have high expectations from teachers almost in all areas. While half of the teachers commented that their performances were recognized, approximately half of them reported that their performances were only considered partially, or not considered at all. In terms of reward types, teachers mentioned morale rewards, monetary rewards, verbal recognition, and acknowledgement and appreciation certificates for improved performance. Recommendations developed are that a performance appraisal system should be applied, that the career path should be determined by developing a rewarding performance system, that the current reward system should be enhanced, adding more attractive tangible and intangible rewards, and that the rewards should be distributed objectively

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