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Author: Annette F. Fecera
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 94
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Book Description
This study examined the perceptions of twenty-two teachers regarding teacher performance pay models and the evaluating factors that are associated with this type of compensation method. Data were collected from elementary and middle school teachers in one public school district in Colorado that currently uses a performance pay model. This qualitative study incorporated the use of an electronic survey, four open-ended responses, and telephone or Skype interviews to obtain data regarding teacher performance pay models. The findings of this study suggested that teachers appreciate that performance pay models can improve compensation for young teachers and for effective educators. However, the study indicated that teachers do not believe that performance pay models increase student achievement and might lead to competition among teachers, which is not academically beneficial to students. In this study, the elementary and middle school teachers expressed the belief that teachers should have input about the design and evaluating factors of a performance pay model in order to ensure the program's success.
Author: Annette F. Fecera
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 94
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Book Description
This study examined the perceptions of twenty-two teachers regarding teacher performance pay models and the evaluating factors that are associated with this type of compensation method. Data were collected from elementary and middle school teachers in one public school district in Colorado that currently uses a performance pay model. This qualitative study incorporated the use of an electronic survey, four open-ended responses, and telephone or Skype interviews to obtain data regarding teacher performance pay models. The findings of this study suggested that teachers appreciate that performance pay models can improve compensation for young teachers and for effective educators. However, the study indicated that teachers do not believe that performance pay models increase student achievement and might lead to competition among teachers, which is not academically beneficial to students. In this study, the elementary and middle school teachers expressed the belief that teachers should have input about the design and evaluating factors of a performance pay model in order to ensure the program's success.
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: 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: 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: 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: 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: Jennifer L. Sell
Publisher:
ISBN:
Category : Merit pay
Languages : en
Pages : 268
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Book Description
Author: Anarosa F. Estevez
Publisher:
ISBN:
Category :
Languages : en
Pages : 124
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Book Description
A large urban charter school in Los Angeles, California, has implemented a non-traditional method of paying teachers through performance-based pay. Since its inception in 1998 (Odden & Kelly, 2002), the teachers’ bonus pay was directly linked to an evaluation of their skills and knowledge. During this time, the school demonstrated increased student achievement (Kellor, 2005). However, at the start of the school year 2010-2011, this very complicated evaluation process repositioned bonus monies to add a component that awarded bonuses for student assessment results. The bonuses for student results changed the dynamics of the evaluation system and many teachers voiced their concerns. This mixed-method study explored the teachers’ perceptions of the performance-based pay system. This study investigated the effect such a system has on teacher motivation using Vroom’s Expectancy Theory of Motivation (Vroom, 1964); one of the most commonly used theories in work motivation. This research also gave voice to the teachers involved in this very complex evaluation system through the qualitative data collected. Results indicated that teachers understand the evaluation system process and in particular they positively responded to the pieces of the assessment that provide teachers with the most growth ix in their professional practice. Regarding the Vroom’s Expectancy Theory, results demonstrated that teachers have high levels of expectancy indicating that they believe their work provided them with the results they expected. Results also showed that teachers had high levels of instrumentality indicating that teachers are motivated by their accomplishments and feelings of self-efficacy, and personal growth. They were less motivated by extrinsic rewards including the monetary compensation or opportunities for advancement or promotions. Results of the Valence Construct suggested that teachers valued the opportunity to improve their teaching skills through meaningful professional development. Results revealed that teachers are not necessarily averse to receiving a monetary compensation, but the negative reaction is more indicative of the belief that the local school districts pay teachers a higher salary. The teachers have a strong perception that they receive a lesser pay for the same amount of work compounded by the additional stress factors attached to this program. In summary, the performance-based pay system at this school has been reviewed and has developed over time in congruence with the school’s own development and growth. The results of this study conclude that the effects on teacher motivation are positively aligned to the feedback and direction provided by their peers and administrators and negatively aligned with the existing bonus structure, specifically with the monetary rewards attached to student outcomes.
Author: Nicole Covey
Publisher:
ISBN:
Category : Teachers
Languages : en
Pages : 280
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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.
