The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement PDF Download
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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: Renee M. Sasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 114
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Book Description
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: 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: Tina Marshall-Bradley
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 70
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Author: Jill Webb Faulkner
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
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Teacher merit pay has become popular among policymakers to meet accountability mandates related teacher effectiveness and student achievement. Legislation at the federal level has provided grants and financial incentives to state and local districts to implement merit pay plans. In 2013, Tennessee required all districts to develop a differentiated compensation plan by revising an earlier differentiated compensation policy from 2008. With more rigorous standards and testing at the forefront of education reform in Tennessee, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as one of the components. The purpose of this causal-comparative study was to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also will consider if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. The participants involved in this study were teachers and students of English I, English II, Algebra I, and Algebra II of the only high school in the district. Chi-square analysis found that higher teacher effectiveness may have a positive relationship with higher bonuses. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender. The study highlights the need for conclusive evidence in support of merit-based pay before leaders expand upon the compensation plan. Keywords: merit pay, performance pay, incentive pay, student achievement, accountability, teacher evaluation, teacher effectiveness.
Author: Vanessa Jackson
Publisher:
ISBN:
Category :
Languages : en
Pages : 53
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Book Description
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: Diana Melissa Stephens
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 123
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Book Description
Teachers are the center of increasing student achievement and student motivation, therefore, a way to motivate teachers must be implemented. Although most teachers are motivated intrinsically for their love of teaching, external motivation could add another component to teacher success. Merit pay is one way to provide an external motivator to change teaching strategies in order to increase student achievement. This study measured teachers' perceptions in Mississippi, who are involved in the merit pay pilot program. There are four school districts participating in the pilot program, and two of those school districts were surveyed for this study, a central Mississippi school district and a south Mississippi school district. The data showed that teachers' perception was moderate, and improvements to the program could be made to increase the positive perception of teachers' regarding the merit pay program. No statistical difference was found between low and high socioeconomic schools, veteran teachers and nonveteran teachers, or teachers who teach tested grades, and teachers who do not. Therefore, regardless of where and who the teachers teach, they do not have a different perception of merit pay. When the merit pay criteria was correlated with teachers' perception of merit pay, there was a moderate positive correlation revealing that if teachers understand and have buy-in to the criteria they are having to meet to earn merit pay they have a more positive perception of the program. Merit pay has the potential to motivate teachers to change teaching strategies in the classroom when the focus stays on the successful strategies of implementing merit pay. --Page ii.
Author: Gary W. Ritter
Publisher: Corwin Press
ISBN: 1452255512
Category : Education
Languages : en
Pages : 137
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Book Description
Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today's most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find, An overview of existing merit pay programs and their strengths and weaknesses, A review of the 12 most common myths about merit pay and how school leaders can respond, Six guiding principles for designing a merit pay program, along with how-to's and timelines for every phase, Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, developed in collaboration with teachers, Ensure that-your district's merit pay program supports teachers' professional growth, schoolwide progress, and student achievement. Book jacket.
Author: Marla L. Hutton
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 94
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Author: Peggy Moore Norman
Publisher:
ISBN:
Category :
Languages : en
Pages : 262
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Author: Carrie E. Ashcraft
Publisher:
ISBN:
Category : Charter schools
Languages : en
Pages : 262
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"This qualitative research project was employed to study the perceptions teachers have about merit pay programs while currently working in a merit pay school. It was further designed to examine the experiences that have led teachers to their current perceptions. Thirty-two teachers responded to a survey about merit pay and nine teachers were chosen randomly to take part in a more extensive interview process. The nine participants involved in this study completed individual interviews and took part in a focus group with other study contributors. Teachers responded to questions pertaining to student achievement, teacher effectiveness, program structure and work experiences as they relate to perceptions of merit pay. The data implies that teachers have complex views about merit pay, the structure of the plan is vitally important and teacher concerns must be addressed for merit plan to be successful."--Author's abstract.
