Superintendent And Teacher Perceptions Of Performance Based Pay
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Superintendent And Teacher Perceptions Of Performance Based Pay
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Author : David Moyer
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2015-03-03
Superintendent And Teacher Perceptions Of Performance Based Pay written by David Moyer and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-03-03 with categories.
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.
School Superintendents Perceptions Of Teacher Pay For Performance Programs
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Author : Kellye Diane Kirkpatrick
language : en
Publisher:
Release Date : 2018
School Superintendents Perceptions Of Teacher Pay For Performance Programs written by Kellye Diane Kirkpatrick and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
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.
The Influence Of The Elimination Of Performance Pay On Teachers Perceptions On Retention And Student Performance At High Needs Campuses
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Author : Keeley Rene Simpson
language : en
Publisher:
Release Date : 2018
The Influence Of The Elimination Of Performance Pay On Teachers Perceptions On Retention And Student Performance At High Needs Campuses written by Keeley Rene Simpson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018 with categories.
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.
Illinois Public School Superintendents And Teacher Association Presidents Perceptions Of Knowledge And Skills And Group Performance Based Pay
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Author : David A. Moyer
language : en
Publisher:
Release Date : 2004
Illinois Public School Superintendents And Teacher Association Presidents Perceptions Of Knowledge And Skills And Group Performance Based Pay written by David A. Moyer and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2004 with School superintendents categories.
Teachers Perceptions Of Merit Pay
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Author : Vanessa Jackson
language : en
Publisher:
Release Date : 2012
Teachers Perceptions Of Merit Pay written by Vanessa Jackson and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
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.).
Performance Based Pay
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Author : Jonathan Scott Marsh
language : en
Publisher:
Release Date : 2014
Performance Based Pay written by Jonathan Scott Marsh and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Electronic dissertations categories.
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.
Missouri Teachers Administrators And Superintendents Perceptions Of Teacher Performance Pay
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Author : Julie B. Routh
language : en
Publisher:
Release Date : 2014
Missouri Teachers Administrators And Superintendents Perceptions Of Teacher Performance Pay written by Julie B. Routh and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2014 with Merit pay categories.
Assessing Teacher S Perceptions Of Whether Performance Related Pay Would Improve School Performance In Challenging Schools
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Author : Raza Ali
language : en
Publisher:
Release Date : 2012
Assessing Teacher S Perceptions Of Whether Performance Related Pay Would Improve School Performance In Challenging Schools written by Raza Ali and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
Teacher Performance Pay
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Author : Xochitl Melva Rodriguez-Davila
language : en
Publisher:
Release Date : 2011
Teacher Performance Pay written by Xochitl Melva Rodriguez-Davila and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011 with categories.
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.
Teachers Perceptions Of Performance Pay And Its Impact On Teacher Motivation
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Author : Corey E. Jones
language : en
Publisher:
Release Date : 2012
Teachers Perceptions Of Performance Pay And Its Impact On Teacher Motivation written by Corey E. Jones and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with Educational accountability categories.
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.