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Author: David Moyer Publisher: LAP Lambert Academic Publishing ISBN: 9783659405778 Category : Languages : en Pages : 144
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: David Moyer Publisher: LAP Lambert Academic Publishing ISBN: 9783659405778 Category : Languages : en Pages : 144
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: Kellye Diane Kirkpatrick Publisher: ISBN: Category : Languages : en Pages : 298
Book Description
There has been a renewed interest by local, state, and federal entities in teacher pay for performance programs. Billions of federal dollars have been given to states and school districts to develop programs to reward high-quality teachers based on student academic achievement test scores. Despite mixed-outcomes in data in the current literature, districts continue to develop and implement teacher pay for performance plans. School superintendents’ voices have been absent from the current discourse in the pay for performance literature. School superintendents are uniquely situated to provide valuable insight of their perceptions of teacher pay for performance programs they have implemented in their respective districts. This study was approached from a qualitative, phenomenological lens used to describe superintendent perceptions of teacher pay for performance programs. The research conducted attempted to answer the following questions: 1. How do superintendents perceive teacher pay for performance programs in their districts? 2. How have superintendents’ perceptions changed throughout the pay for performance program implementation? 3. How do superintendents determine the success of teacher pay for performance programs in their districts? 4. For superintendents, what is the essence of experiencing a pay for performance program? This study followed a qualitative, phenomenological research to gain an understanding of the perceptions of participants who all experienced the same phenomenon (Creswell, 2013), in this case, leading a school district that has adopted a pay for performance structure designed to recruit and retain teachers. Interviews with superintendents who had participated in the implementation of a district teacher pay for performance program were the primary data sources. Analysis included open coding procedures using qualitative data analysis software. Documents and member checks were used to triangulate data. Findings from this study could be used by school districts that might be contemplating implementing pay for performance programs.
Author: Keeley Rene Simpson Publisher: ISBN: Category : Languages : en Pages : 188
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
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: Jonathan Scott Marsh Publisher: ISBN: Category : Electronic dissertations Languages : en Pages : 272
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: Jennifer King Rice Publisher: Teachers College Press ISBN: 0807758019 Category : Business & Economics Languages : en Pages : 209
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: Vanessa Jackson Publisher: ISBN: Category : Languages : en Pages : 53
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: Xochitl Melva Rodriguez-Davila Publisher: ISBN: Category : Languages : en Pages : 202
Book Description
This study considered the role of the principal plays in the implementation of performance-based pay. A qualitative research approach was taken and a multiple case study approach was employed. The data gathered consisted of three principals and six teachers. To triangulate data, transcripts were reviewed and member checks were utilized. The data analysis applied Bolman and Deal's organizational frames and two leadership styles: transactional and transformation leadership. Research questions were used to organize discussion and guide the findings. The research questions are: (1) How does the faculty perceive the implementation of the performance-based pay system? (2) How does the principal communicate and facilitate the development and installation of performance-based pay system? (3) How do the teachers perceive the principal's leadership in the implementation of the performance-based pay system? Throughout a three-month period, data were collected through individual interviews and analysis of documents. Several themes emerged through the data analysis. These themes included: (a) professional development, (2) leadership styles, (3) motivation, (4) school climate and culture. The findings in the study suggest that the principals were influential in implementing and facilitating a performance based pay initiative.
Author: David Moyer
Author: David Moyer
Author: Kellye Diane Kirkpatrick
Author: Keeley Rene Simpson
Author: Norbert L. Whitaker
Author: Jonathan Scott Marsh
Author: Jennifer King Rice
Author: Vanessa Jackson
Author: Xochitl Melva Rodriguez-Davila
Author: Raza Ali
Author: Nicole Covey