The Influence of the Elimination of Performance Pay on Teachers’ Perceptions on Retention and Student Performance at High-needs Campuses PDF Download
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Author: Keeley Rene Simpson
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Book Description
There is a need to identify how the elimination of a performance pay system influences effective teachers’ retention decisions at high-needs schools. Careful consideration should be given when implementing and eliminating performance-based pay programs because teacher behaviors change under monetary incentive-based programs. With student achievement as the primary goal of performance pay, an equally important issue that is not yet understood is how teachers perceive the influence of performance pay on student achievement. A qualitative phenomenology methodology was used to determine how teachers make sense of performance pay through their experiences with the elimination of an established performance-based pay system and how these experiences influence retention decisions and perceptions of student achievement in urban middle schools with high-poverty and high-minority student populations. As effective teachers within their schools, the participants were uniquely positioned to provide valuable insight on their perceptions of the elimination of a performance pay system. This study determined that teachers perceive the elimination of an established performance pay system to increase teacher attrition at high-needs schools and will result in a decline in student achievement at these same high-needs schools. This research study expands the literature on teacher perceptions of performance pay and encourages district leaders to work collaboratively with school leaders and teachers to develop incentive plans for retention and student achievement at high-needs schools.
Author: Keeley Rene Simpson
Publisher:
ISBN:
Category :
Languages : en
Pages : 188
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Book Description
There is a need to identify how the elimination of a performance pay system influences effective teachers’ retention decisions at high-needs schools. Careful consideration should be given when implementing and eliminating performance-based pay programs because teacher behaviors change under monetary incentive-based programs. With student achievement as the primary goal of performance pay, an equally important issue that is not yet understood is how teachers perceive the influence of performance pay on student achievement. A qualitative phenomenology methodology was used to determine how teachers make sense of performance pay through their experiences with the elimination of an established performance-based pay system and how these experiences influence retention decisions and perceptions of student achievement in urban middle schools with high-poverty and high-minority student populations. As effective teachers within their schools, the participants were uniquely positioned to provide valuable insight on their perceptions of the elimination of a performance pay system. This study determined that teachers perceive the elimination of an established performance pay system to increase teacher attrition at high-needs schools and will result in a decline in student achievement at these same high-needs schools. This research study expands the literature on teacher perceptions of performance pay and encourages district leaders to work collaboratively with school leaders and teachers to develop incentive plans for retention and student achievement at high-needs schools.
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: Laronica Deniece Gilmore
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 148
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Book Description
The purpose of this collective case study was to understand secondary teachers' perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10-15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers' perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
Author: Corey E. Jones
Publisher:
ISBN:
Category : Educational accountability
Languages : en
Pages : 106
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Book Description
This qualitative study examined the perceptions of teachers of performance pay and its impact on teacher motivation. Data were collected and triangulated by utilizing a researcher created survey, open ended questions, and interview questions. This qualitative study sought to answer three research questions regarding teachers' perceptions of performance pay and its impact on teacher motivation. The research questions that guided this study were: (1) What are the perceptions of teachers regarding the concept of performance pay? (2) What are the perceptions of teachers regarding the impact of performance pay on teacher motivation? (3) How do the perceptions of performance pay differ among newer teachers versus veteran teachers and among elementary versus secondary teachers? The participants involved in the study included 177 teachers varying in years of experience and educational level taught (elementary and secondary). The setting of the study was a large suburban school district located in southeastern Pennsylvania. A report of the data indicated that teachers did not perceive an educational benefit to performance pay. Teachers of all levels of experience and educational levels reported that performance pay would not lead to increased student achievement nor would it motivate them to become better educators. Nearly all of the teachers involved in the study reported that the opportunity to watch their students learn, grow, and achieve as well as receiving positive feedback from their principal(s) were the main motivating factors in their profession. Among the teachers that were in favor of performance pay were those with less than 10 years of experience and those who taught at the secondary level.
Author: Marilyn Parker
Publisher:
ISBN:
Category : Education, Urban
Languages : en
Pages :
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Book Description
The new terminology in public school districts is "urban education" which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic minority students feel less satisfied and are more likely to turn over; meaning that turnover is high with low morale in the very schools that would benefit the most from a stable staff of experienced teachers (Grissom, 2011). The purpose of this qualitative research study was to identify teacher perceptions regarding teacher retention in a high need, low socio-economic public urban middle school, identifying reasons why teachers stay at that same school, transfer to another school within the district, or leave the profession in entirety. Urban schools are challenged to improve teacher retention and quality (Sachs, 2004). The participants in this study consisted of a sample population of 50 certified novice and veteran teachers who completed a confidential online survey that consisted of eight open-ended questions. Findings from this study are expected to show factors that can positively or adversely impact teacher retention according to teacher perceptions in a high need, low socio-economic public urban middle school. Some of the factors that are expected to be revealed are teacher preparation for urban education, teacher workload, and campus leadership support. Implications for school leaders are to consider teacher feedback regarding campus improvement, assist teachers with balancing workloads, and increase effective campus leadership support to retain high quality teachers for urban school long-term success.
Author: George E. Pawlas
Publisher: John Wiley & Sons
ISBN: 0470087587
Category : Education
Languages : en
Pages : 574
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Book Description
Specifically designed for the introductory course, this text provides an overview of the field of instructional supervision. Acquaints students with not only the authors’ views on supervision, but with those of other specialists in the field, placing heavy emphasis on practice and the supervisor’s responsibilities as an instructional leader. Continues to stress that the relationship between the supervisor and teacher is built on trust and that the overall goal is to improve student achievement through better instruction.
Author: David Moyer
Publisher: LAP Lambert Academic Publishing
ISBN: 9783659405778
Category :
Languages : en
Pages : 144
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Book Description
The current policy push in America is an intense focus on teacher effectiveness. Often, legislators and business leaders assume that merit pay in education is a means to improve teacher performance despite the fact that it has never worked and is debunked by the research. In his book Superintendent and Teacher Perceptions of Performance Based Pay, Dr. Moyer examines the concepts of knowledge and skills and group performance based pay from the perspective of Illinois school superintendents and teacher association presidents to determine the extent to which these compensation systems might be a viable alternative to the single salary schedule. The book traces the history of teacher compensation, examines the role teacher motivation plays, includes lessons from districts that were early implementers, provides a detailed analysis of the research, and yields several surprising insights, including the finding that superintendents and association presidents actually agree on several major concepts that could make moving to alternative compensation systems much more feasible than might be assumed.
Author: Joshua H. Barnett
Publisher:
ISBN:
Category :
Languages : en
Pages : 27
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Book Description
Each year teacher turnover presents instructional, organizational, and financial burdens that impact students, teachers, schools, and communities. High levels of teacher turnover drain valuable resources and make it difficult to build a high performing, stable teaching faculty. This is particularly true in high need schools where teacher attrition levels are higher than average. Efforts to understand why teachers leave and the associated impacts with such turnover are important and ongoing. This paper examines the impact of one model affecting hundreds of schools nationwide and the associated impacts on retention. TAP": The System for Teacher and Student Advancement was launched in 1999 as a comprehensive educator effectiveness model that offers career advancement and leadership opportunities for educators, as well as an evaluation process that is linked to job-embedded professional development and performance-based compensation. The TAP System focuses on developing human capital at each school through improving teacher instructional practices and student achievement. One additional impact often reported from educators in the field within the TAP System is the influence on teacher retention, which results from the culmination of various support structures for educators. The current study examined teacher retention rates in schools that implemented the TAP System during the 2010-11, 2011-12, and 2012-13 school years for which data were available. Specifically, retention rates were examined across three types of teacher groups, those who: (1) taught continuously at the same TAP school ("TAP school stayers"); (2) transferred from one TAP school to another TAP school ("TAP school movers"); and (3) left TAP schools altogether ("TAP school leavers"). Additionally, the current study examined characteristics of these three categories of teachers. Findings demonstrate the average TAP school retained more teachers than the average non-TAP school. Also, findings show that teachers who taught at TAP schools continuously, regardless of whether it was the same TAP school or a different TAP school, increased in their effectiveness from one school year to the next. Furthermore, the net value of the increased retention is equal to approximately the value of an additional teacher in the school.
Author: Jonathan Scott Marsh
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 272
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Book Description
In the last decade, there has been a resurgence in the support of using teacher pay to influence the outcome of student achievement on state tests. Current research about the effectiveness of these performance-based pay plans is varied and little research exists that qualitatively describes the experience that teachers have when engaging in these type of programs. Performance-based pay systems are a form of compensation reform, and like any other institutional reform initiative, can succeed or fail for many reasons. Understanding these reasons is key to understanding the perceptions of teachers regarding change, and planning for effective change when it occurs. The purpose of this heuristic case study was to understand the perceptions teachers have about performance-based pay in its natural setting. The research questions were as follows: What are the perceptions that teachers have about performance-based pay systems? How do teachers perceive accountability in reference to performance-based pay systems? How do teachers perceive equity in reference to performance-based pay systems? This single instrumental case study used phenomenology and heuristics as a lens to investigate the perceptions of 54 teachers in regards to performance-based pay systems and illuminate common threads of understanding such that these understandings will better facilitate the transition between compensation systems should the need arise. Results of this study indicated that although teachers believe that student achievement results play a part in determining teacher effectiveness, teachers also have a great mistrust of performance based pay systems. Teachers perceptions included a belief that these pay systems based on standardized test data are inherently flawed due to their inability to account for all student variables, and that these systems will create an environment where competition will result in increased teacher isolation and game-playing or cheating on standardized tests. The examination of the data uncovered a cycle of reaction based upon the themes of understanding developed across sources. This cycle illustrates the phenomenon of progressing through a process of knowing, experiencing, and protecting oneself from a failing performance-based pay or merit program. This cycle incorporates issues unique to teachers and other public servants and is defined using Public Service Motivation Theory.
Author: Shelly Ann Staniec
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 240
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Book Description
This is a qualitative narrative case study set in an Idaho high school where twelve educators offered their viewpoints on the implementation of Idaho's pay-for-performance legislation. In the spring of 2011, Idaho legislators passed laws aimed at increasing student performance and college or career readiness. These laws, known as Idaho's Students Come First legislation, included a pay-for-performance plan that was in its beginning stages of implementation at the time of this study. The purpose of this study was to explore teachers' perception of the implementation of Idaho's pay-forperformance program (Id. Stat. ch. 33, § 10041, 2011). Literature on pay-forperformance programs in United States schools suggests that these programs are problematic because (1) it is difficult to link teacher performance to student achievement, (2) implementation of pay-for-performance programs require arduous school culture preparation and content monitoring, (3) educators are not likely to be greatly motivated by bonus pay, (4) unintended consequences of performance pay programs can ultimately harm students. Findings from analysis of interview, observation, and artifact data were congruent with the findings of past studies on performance pay. Pay for performance was reported by participants to be problematic in areas of motivation, school culture, and social justice. The themes that emerged from data were (1) educators identified what they value as motivational factors, (2) educators articulated anxiety over potential decline of a collaborative school culture, and (3) educators communicated concerns over possible decrease in social justice.Findings were analyzed according to a model for implementation and evaluation of pay for performance designed for this study. The model features theory found in this study's blended conceptual framework of motivation theory, leadership and culture theory, and social justice theory to allow for a comprehensive evaluation of performance pay programs.
