Teachers' Perceptions of Merit Pay in Georgia PDF Download
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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: 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: Renee M. Sasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Author's abstract: The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers' personal and professional demographics and perceptions of the use of student achievement in awarding merit pay. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore teachers' perceptions of merit pay and included a quantitative orientation. Findings indicated that the majority of the teachers who responded to the survey worked at the middle school level, were greater than 50 years old, and had between 0-9 years experience. They typically held a Master's Degree. The majority of the respondents worked at a school that did not make AYP for the 2009-2010 school year. Respondents did not want a merit pay plan implemented in the district even though the district is a Race to the Top Grant Award recipient that mandates a merit pay plan be implemented. The teachers were undecided if student achievement should be used to award a merit pay plan if one were to be implemented. The teachers indicated that a merit plan would negatively impact the school climate, which would destroy collaboration, which in turn could lead to a negative impact on student achievement. Teachers also indicated that teacher evaluations would have administrators playing favorites toward those teachers who "do not rock the boat" or raise questions about certain practices. The teachers were undecided on the number of evaluations that would be adequate to award merit pay. Based on demographics, the were no significant differences in the years of experience, the school level, and AYP status. There were differences with age. The younger the teacher, the more motivated the teacher was to improve student achievement in order to be awarded meit pay. The less eduation the teacher obtained, the more undecided the teacher was with improving student achievement in order to be awarded merit pay. The teachers, who had attained a Specialist's Degree, were more undecided on using student achievement in order to be awarded merit pay.
Author: Marla L. Hutton
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 94
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Author: Audrey Jones Wood
Publisher:
ISBN:
Category : Bonuses (Employee fringe benefits)
Languages : en
Pages : 210
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Author: Mae Ellen
Publisher:
ISBN:
Category : Independent study
Languages : en
Pages : 292
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Author: Lynda Royal
Publisher:
ISBN:
Category :
Languages : en
Pages : 270
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Book Description
Author: Franklin Goldwire
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 164
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Author: Vanessa Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages : 53
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The purpose of the study is to show the various perceptions teachers have on merit pay. This research was designed to examine the perceptions and attitudes of teachers towards the idea of performance based pay. This topic has been an ongoing battle within school systems since the 1800s. The participants in this study were teachers from the state of Indiana. An internet search was done to find similar public school corporations in Indiana that had already implemented merit pay systems or were planning on establishing a pay scale system based on performance. Approximately 250 teachers from four school corporations were invited to complete the survey. Out of those invited, 42 teachers completed the survey, producing a response rate of 16.8%. Of the 42 teachers who participated in the survey, 25 teachers (59.5%) were not in schools with merit pay, while 17 teachers (40.5%) were in a system that used merit pay. Results indicated that there are significant differences to the questions regarding higher pay for better performance. To all other questions there are no significant differences noted. An overwhelming number of participants strongly disagreed with the concept of merit pay, arguing that teachers work to the best of their ability while seeking to sharpen the craft of teaching and additional pay will do little to enhance student achievement. Appended to this document are: (1) Study Information Sheet; (2) Teacher Survey Form; (3) Principal E-mail; (4) Secretary E-mail (with Study Information Sheet); (5) Follow-Up E-mail; and (6) IRB Approval. (Contains 19 tables.).
Author: Edward L. Carter
Publisher:
ISBN:
Category : Performance awards
Languages : en
Pages : 336
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Author: Paul James Waller
Publisher:
ISBN:
Category :
Languages : en
Pages : 145
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Book Description
The purpose of this study is to identify and explore teacher perceptions of the merit-pay plan after six years of implementation in the Innovative School District (ISD). This qualitative case study will add to the knowledge base and provide interested school leaders with information as they consider alternatives to traditional teacher compensation. This study will provide similar districts, administrators, and scholars with insight into teacher perceptions developed after a merit-pay system has first been put into place and then remained in place for six years. As other school district leadership teams work with their teachers and boards of education to consider and develop a merit-pay system, they may be able to avoid pitfalls in the process of implementation by knowing the perceptions teachers have about this approach. This knowledge can also be incorporated into the curriculum of applicable higher education programs. This study employed a single case study approach to gain an understanding of the perceptions held by elementary teachers in grades Pre-K, one through six through semi-structured interviews. This researcher recognizes that knowledge gained from this study is relative and not absolute, but it will use empirical evidence to generate plausible claims (Patton, 2002). This approach is aligned with Merriam's purpose for qualitative research, which is to achieve a deep understanding of how people perceive what they experience (Merriam, 2009). There were four major themes that emerged from this study. These included: A significant number of teachers in ISD do not have a solid understanding of the structure of the merit-pay program. Second, trust between the teachers and the principal are vital to the success of the merit-pay program. Third, ISD's merit-pay program has been successful with a majority of teachers stating that if they had the chance to return to a traditional salary schedule, they would remain on the merit-pay plan. The final and most surprising theme revealed that teachers are concerned about the amount of time the merit-pay plan requires of the school principal. Teachers were concerned that the principal was now viewed as the "evaluator" instead of the symbolic leader of the building.
