Özet:

The aim of this study is to identify the role of rewarding in the reduction of presentism in educational institutions. It is intended to take the views of the relevant managers, teachers and students on whether the role of rewarding in the reduction of presentism in educational institutions. In this study, the method of study of the situation (example event) was used. The research work group consists of a total of 21 participants selected by the maximum diversity sample method of managers, teachers and students who work in 17 state schools with different levels of teaching and different types of tasks in the Denizli province in the 2017-2018 educational and educational year. This research is an illustrative study in which managers and teachers working in schools associated with the Ministry of National Education and students use a qualitative research method aimed at determining their views on the role of rewarding presentism in the educational institutions. The study used a semi-configured conversation form consisting of 12 questions as a data collection method. The results obtained were analyzed using the visual and content analysis method. According to the research, presentism affects both the institution and the teachers and the students in a negative way and causes the performance in teachers to decline. The reward has a positive effect on the reduction of presentism. Managers, teachers and students believe that presentism has more negative effects than the problem of absentism (uninterrupted work). From Frederik A. Hezberg’s “Double Factor Theory” point of view, it appears that teachers are more interested in the driving factors but they are not applied in schools.

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