A Comparative Study of Principals' and Teachers' Perceptions of the Effects of the Pay-for-performance Incentive Program in Georgia's Schools PDF Download
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Author: Mae Ellen
Publisher:
ISBN:
Category : Independent study
Languages : en
Pages : 292
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Author: Mae Ellen
Publisher:
ISBN:
Category : Independent study
Languages : en
Pages : 292
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Author: Jessica Glisson Edenfield
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
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Book Description
Author's abstract: This study explored the perceptions of implementing a merit pay plan as reported by elementary teachers in three rural Georgia school districts, one of which was participating in the Race to the Top (RT3) initiative. The study examined the perceptions of 109 elementary teachers in regard to merit pay implementation, models of merit pay, factors worthy of reward, and the impact that perceptions of school culture has on attitudes towards merit pay. The study employed a descriptive survey approach to address the research questions. An amended version of the Teacher Survey on Performance Pay was employed to explore the perceptions of participants. The majority of responding teachers worked in the RT3 district. Respondents were not in favor of the implementation of a merit pay plan and preferred raising the base salary of teachers. The majority of respondents did not favor the presented models of merit pay, although a school-based plan received a higher response of agreement than the others. Respondents indicated that a variety of factors beyond student achievement and teacher evaluations needed to be considered when awarding merit pay and reported unfavorable feelings toward Georgia's proposed formula. Concerns regarding factors impacting student achievement were expressed, along with frequent concerns for teachers of EIP and inclusion classes and how emphasis on student achievement may impact these areas. Results also indicated that perceptions of school culture have no impact on attitudes towards merit pay. Respondents reported positive views of school culture, yet were not in favor of merit pay implementation. Concerns arose regarding potential negative implications that merit pay may hold for school culture, such as decreased collaboration and increased competitive feelings. Based on comparisons, overall responses from the RT3 district were similar to those of the other two districts who were not RT3 participants. Neither district type was in favor of merit pay. The results of the study indicated an overall negative view of merit pay by teachers, with the destruction of the schools' collaborative cultures being one of the top concerns. Such feelings may be resolved if teachers are active participants when creating a merit pay plan.
Author: Jennifer King Rice
Publisher: Teachers College Press
ISBN: 0807758019
Category : Business & Economics
Languages : en
Pages : 209
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Book Description
This book provides an in-depth analysis of a performance-based pay initiative and crystalizes the design issues and implementation challenges that confounded efforts to translate this promising policy into practice. This story has much to say to academics and policymakers who are trying to figure out the combinations of incentives and the full range of resources required to establish incentive programs that promote an adequate supply and equitable distribution of capable and committed educators for our public schools. The book uncovers the conditions that appear to be necessary, if not fully sufficient, for performance-based initiatives to have a chance to realize their ambitious aims and the research that is required to guide policy development. In so doing, the authors consider the thorny question of whether performance-based pay systems for educators are worth the investment. Book Features: Examines the use of educator compensation reform as a tool to improve human capital in chronically low-performing schools. Analyzes how a theoretically promising incentive program actually plays out in schools. Documents policy implementation and its impacts through the experiences and voices of teachers and school administrators. Concludes with clear and actionable recommendations for policy and research.
Author: Janice Valencia Tankson
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
There have been many programs and initiatives used throughout the United States that have answered the call of educational reform; however, performance pay programs continues to lead the discussion of incentives to improve academic achievement. Nevertheless, there continues to be a lack of clarity regarding its effectiveness. In addition, to addressing the challenge of improving academic achievement, performance pay is also being recognized as a tool to assist with teacher retention which has become a serious issue for many school districts across the nation. While many teachers are retiring, many others are taking the option of leaving the profession due to low moral, low compensation, and/or unfavorable working conditions. Many Americans are aware of the importance of having quality teachers in the classroom in order for students to excel. However, even more are beginning to acknowledge the necessity for increasing teachers' salaries as a means of retaining the best and the brightest. The purpose of this study is to determine school principals' perceptions of teacher performance pay programs, specifically in Tennessee. This study also addresses the issues of gaining and retaining quality educators through the implementation of performance pay programs and investigate the principals' perception of pay for performance as motivating factors for teachers and principals to help increase student achievement. Since performance pay has been such a polarizing topic in the education field, this study also examines principals' perceptions of performance pay programs as fair and equitable and whether performance pay improves the instructional effectiveness of teachers. Through this study, the researcher gained greater insight into the thoughts, and opinions of principals in Tennessee regarding the impact of teacher performance pay. While the analysis from Tennessee principals' perceptions from this study did not vary much from other studies, it does suggest that if a performance pay program is to be successful in the state of Tennessee it must be open to all schools in a school district, transparent, and substantial to motivate action. But most importantly, it cannot be a standalone program. There must be other initiatives that will aid in student achievement.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 992
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Book Description
Author: Matthew G. Springer
Publisher: Rowman & Littlefield
ISBN: 0815701950
Category : Education
Languages : en
Pages : 348
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Book Description
The concept of pay for performance for public school teachers is growing in popularity and use, and it has resurged to once again occupy a central role in education policy. Performance Incentives: Their Growing Impact on American K-12 Education offers the most up-to-date and complete analysis of this promising—yet still controversial—policy innovation. Performance Incentives brings together an interdisciplinary team of experts, providing an unprecedented discussion and analysis of the pay-for-performance debate by • Identifying the potential strengths and weaknesses of tying pay to student outcomes; • Comparing different strategies for measuring teacher accomplishments; • Addressing key conceptual and implemen - tation issues; • Describing what teachers themselves think of merit pay; • Examining recent examples in Arkansas, Florida, North Carolina, and Texas; • Studying the overall impact on student achievement.
Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 700
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Book Description
Author: Lori L. Taylor
Publisher: DIANE Publishing
ISBN: 1437940536
Category : Education
Languages : en
Pages : 53
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Book Description
Author: Norbert L. Whitaker
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 113
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Book Description
In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their respective campuses between 2011-2016. In total, 97 teachers from four different middle school campuses participated in this study. A descriptive analyst was conducted on teacher responses to an online survey to answer the research questions examined in this study: 1) What are teachers' perceptions of the pay-for-performance program's impact on teacher motivation?, 2) What are teachers' perceptions of the pay-for-performance program's impact on teacher retention?, and 3) What are the differences among teachers' perceptions of the pay-for-performance programs on the participating campuses? The results indicate 48.3% and 53.4% of the participants perceive pay-for-performance programs as having a positive impact on teacher motivation and teacher retention, respectively. Additionally, the results demonstrate 47.5% of participating teachers responded positively towards the pay-for-performance program on their respective campuses. This study has implications for policymakers and school district leaders who may consider implementing teacher pay-for-performance programs. Future research studies might explore school districts of different sizes throughout Texas and across the United States to gain a broader prospective of pay-for-performance programs.
Author: Jeffrey Max
Publisher:
ISBN:
Category :
Languages : en
Pages : 186
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Book Description
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to fully implement their performance-based compensation system that included four required components. The control schools were to implement the same performance-based compensation system with one exception--the pay-for-performance bonus component was replaced with a one percent bonus paid to all educators regardless of performance. This first of four planned reports provides implementation information prior to educators receiving annual performance measure information or payouts. Fewer than half of all 2010 TIF districts reported implementing all four required program components, although 85 percent reported implementing at least three of the four. In a subset of 10 districts who participated in the random assignment study, educators' reporting of the program indicated most misunderstood the performance measures and the amount of pay-for-performance bonus that they were eligible for. Most educators were satisfied with their professional opportunities, school environment, and the TIF program. Educators in those schools that offered the pay-for-performance aspect of TIF tended to be less satisfied than those in schools that did not offer such bonuses. However, educators in schools offering pay-for-performance bonuses were more satisfied with the opportunity to earn additional pay, and a greater percentage indicated feeling increased pressure to perform due to the TIF program. Appendices include: (1) Supplementary Information on Study Sample and Design; (2) Survey Response Rates and Characteristics of Respondents; (3) Analytic Methods and Sensitivity Analyses; (4) Supplemental Findings on TIF Design and Implementation for Chapters III and IV; and (5) Supplementary Findings for Chapter V. [For the executive summary of this report, see ED546821. For the NCEE Snapshot of this report, see ED546823.].
