Recognition, rewards, and job performance: the mediating role of perceived organizational support in the Peruvian education sector.

INTRODUCTION: Publicly recognizing employees' achievements and contributions-whether through awards, praise, positive remarks at public meetings, or simply words of thanksâ•flmakes them feel valued and appreciated. This not only improves their performance but also strengthens their sense of belonging to the organization and their commitment to its goals and values. Therefore, the objective of this study was to determine the impact of recognition and rewards on job performance: the mediating role of perceived support from a Peruvian educational organization. METHODS: This study employed a quantitative, explanatory-cross-sectional design. It analyzed the responses of 266 employees belonging to an educational association in Peru. The theoretical model was evaluated using the Partial Least Squares method (PLS-SEM). RESULTS: A measurement model with adequate fit was obtained (α = between 0.886 and 0.950; CR = between 0.903 and 0.951; AVE = between 0.768 and 0.813), and six of the seven study hypotheses were supported by the structural model, with the direct effect of rewards on employee performance (H2) not being statistically significant. DISCUSSION: In this regard, the study provides valuable information for Peruvian educational leaders seeking to improve indicators of job performance and perceived organizational support. These findings enrich educational management, given that, through this integrated view of the model, it will be possible for educational organizations to achieve sustainable levels of high job performance, which, in turn, will result in the well-being and development of employees.