Download or read book Teacher Perceptions of the Value of Knowledge and Skills based Pay Systems written by Patricia S. Burmaster and published by . This book was released on 2006 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: The outcry for exploring knowledge and skills-based salary structures hinges on the ideology of teaching students to higher standards or outcome-based education. It also pays heed to the attraction and retention of a highly qualified teaching staff as legislated by No Child Left Behind Act. The educational system demands a vehicle adorned by excellence in educational methodology, knowledge, and subsequent skills and performance. The globalization of the economy and knowledge itself are restructuring business as well as the educational arena. Some of the areas, which appear to demand improvement to survive in this information-based society, include decentralization, focusing on team members, salary schedules, and measurable outcomes or performance. Proponents of knowledge and skills-based teacher compensation systems commonly believe that pay should be determined by teacher knowledge and performance specific to the subject or subjects being taught as well as the standards subscribed to; not just the years of teaching in a system or the units and degrees collected in education. Many of the alternative compensation models currently embraced employ both individual incentives and group incentives, emphasizing team based leadership and management as well as skills and knowledge directly tied to teaching content and pedagogy. This study investigates the impact of alternative teacher compensation systems, specifically knowledge and skills-based pay, and teacher perception.
Download or read book Superintendent and Teacher Perceptions of Performance Based Pay written by David Moyer and published by LAP Lambert Academic Publishing. This book was released on 2015-03-03 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Assessment of Teachers Reactions to a Knowledge and Skills Based Pay Structure at an International School written by Joel Courtney Lowe and published by . This book was released on 2013 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explores teachers' reactions to a knowledge- and skills-based pay (KSBP) system implemented in a large international school. Such systems are designed to set teacher compensation based on demonstrated professional knowledge and skills as opposed to the traditional scale based on years of experience and degrees attained. This study fills a gap in the research into the reactions to KSBP of highly qualified teachers in a school with high-achieving students and in a competitive market in which the best teachers can choose which schools and countries to work and live in next. Based in expectancy theory (Vroom, 1964), a survey and focus group interviews were used to solicit teacher perceptions and reactions to the system. Exploratory factor analysis confirmed alignment of survey items with theory, and hierarchical multiple regression, bolstered by qualitative analytic induction (Patton, 2002) showed a significant relationship between teachers' perceived impact on their work and implementation issues (fairness, accuracy, and qualified evaluators) on their reactions to the system. Though teachers generally understood the system and agreed with the evaluation standards, the tie to pay was criticized, and teachers did not feel they received enough direct feedback to grow professionally except through their own intrinsic motivation. Teachers' perceptions showed that the system was not motivating overall, though almost everyone received a pay raise. Age was the only significant predictor of motivation, with the oldest teachers reporting least motivation. Finally, no significant difference was found between teachers who had completed the system and those who had not in their intention to return to the school. Overall, implementation issues were more connected to teacher reactions than design issues. The findings indicate that the leverage point for such systems is an increase in perception of professional growth rather than increased pay, followed by assurances that the system is fair and accurate.
Download or read book Paying Teachers for What They Know and Do written by Allan Odden and published by Corwin Press. This book was released on 2002 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book discusses various pay and compensation initiatives in use nationwide, highlighting: (1) How Are Teachers Compensated?" (current status of teacher compensation and the changing context of teaching); (2) "What Have We Learned from Attempts at Change?" (three approaches to compensating teachers, recent short-lived reform efforts, and other factors supporting compensation reform); (3) "The Elements of Pay and Compensation" (traditional pay, new approaches to pay, pay for behaviors or outcomes, and benefits as part of compensation); (4) "What Is the Relationship between Pay and Motivation?" (theories of motivation, implications of motivation theories for compensation, applications to education, and compensation factors motivating teachers); (5) "Rewarding Individual Teachers for Developing and Deploying Needed Knowledge and Skills" (knowledge- and skill-based pay and examples of such pay structures); (6) "School Bonuses for Improved Student Performance" (group-based performance awards, examples of performance awards, and gain-sharing programs); (7) "Designing and Implementing Alternative Teacher Compensation Systems" (compensation and school improvement, three design strategies, and stakeholder roles); and (8) "Compensation To Enhance Teacher Quality and Supply" (staffing and compensation challenges, issues, and innovations). Two resources present generic models of knowledge- and skill-based pay and principles for implementing change in compensation. (Contains approximately 335 references.) (SM)
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 522 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Perceptions of Merit Pay written by Paul James Waller and published by . This book was released on 2019 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify and explore teacher perceptions of the merit-pay plan after six years of implementation in the Innovative School District (ISD). This qualitative case study will add to the knowledge base and provide interested school leaders with information as they consider alternatives to traditional teacher compensation. This study will provide similar districts, administrators, and scholars with insight into teacher perceptions developed after a merit-pay system has first been put into place and then remained in place for six years. As other school district leadership teams work with their teachers and boards of education to consider and develop a merit-pay system, they may be able to avoid pitfalls in the process of implementation by knowing the perceptions teachers have about this approach. This knowledge can also be incorporated into the curriculum of applicable higher education programs. This study employed a single case study approach to gain an understanding of the perceptions held by elementary teachers in grades Pre-K, one through six through semi-structured interviews. This researcher recognizes that knowledge gained from this study is relative and not absolute, but it will use empirical evidence to generate plausible claims (Patton, 2002). This approach is aligned with Merriam's purpose for qualitative research, which is to achieve a deep understanding of how people perceive what they experience (Merriam, 2009). There were four major themes that emerged from this study. These included: A significant number of teachers in ISD do not have a solid understanding of the structure of the merit-pay program. Second, trust between the teachers and the principal are vital to the success of the merit-pay program. Third, ISD's merit-pay program has been successful with a majority of teachers stating that if they had the chance to return to a traditional salary schedule, they would remain on the merit-pay plan. The final and most surprising theme revealed that teachers are concerned about the amount of time the merit-pay plan requires of the school principal. Teachers were concerned that the principal was now viewed as the "evaluator" instead of the symbolic leader of the building.
Download or read book Performance based Pay written by Jonathan Scott Marsh and published by . This book was released on 2014 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Varieties of Knowledge and Skill Based Pay Design written by Anthony Milanowski and published by . This book was released on 2002 with total page 37 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Enhancing Teacher Quality Through Knowledge and Skills based Pay written by and published by . This book was released on 2001 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Performance Pay System Preferences of Students Preparing to Be Teachers WCER Working Paper written by Anthony Milanowski and published by . This book was released on 2006 with total page 21 pages. Available in PDF, EPUB and Kindle. Book excerpt: To explore whether teachers' attitudes toward pay for performance are the result of experience or socialization, or whether teachers are already predisposed to prefer pay systems not based on performance, and whether some forms of performance pay might be preferred to others, a study was conducted of the pay system preferences of students preparing to be teachers at a large Midwestern public university. The study was guided by three research questions: (1) Do students preparing to be K-12 teachers view pay for performance as a desirable or undesirable attribute of a teaching job? (2) Do students preparing to be K-12 teachers prefer some forms of pay for performance (i.e., knowledge- and skill-based pay, group-based performance pay, or individual performance pay based on objective indicators such as student achievement) over others? and (3) Do students' work values and personality characteristics influence their preferences for performance pay or for different performance pay systems? These questions were addressed first by holding a series of focus group discussions about pay for performance with university students with education majors or pre-majors, and with students with other majors or pre-majors. Then, a survey of a sample of this population was conducted to assess preferences for different performance pay systems. The results suggest that prospective teachers do not find performance pay unattractive, at least as operationalized in the scenarios presented. Pay System Scenarios are appended. (Contains 4 tables and 2 footnotes.) [A previous version of this paper was presented at the annual meeting of the American Educational Finance Association (Louisville, Kentucky, 2005).].
Download or read book How to Create World Class Teacher Compensation written by Allan Odden and published by Freeload Press, Inc.. This book was released on 2008 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: This presentation is based on the following principles: 1. The key accountability for schools is to improve student performance. 2. Teachers in the classroom (including those in hard-to-staff fields such as math and special education) and their instructional practice are the single most important factors that will lead to improved student performance. 3. Teacher compensation is the single biggest part of the education budget (often more than 60%). 4. Therefore, linking pay to teacher performance â instructional practice that produces student learning gains is the best way to expend money in a way that ultimately improves student performance. This book shows how the connections among those principles are playing. [Web, ed].
Download or read book Teachers Perceptions of Performance Pay Systems written by Annette F. Fecera and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Patterns of Teacher Compensation written by Jay G. Chambers and published by . This book was released on 1996 with total page 160 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report presents information regarding the patterns of variation in the salaries paid to public and private school teachers in relation to various personal and job characteristics. Specifically, the analysis examines the relationship between compensation and variables such as public/private schools, gender, race/ethnic background, school level and type, teacher qualifications, and different work environments. The economic conceptual framework of hedonic wage theory, which illuminates the trade-offs between monetary rewards and the various sets of characteristics of employees and jobs, was used to analyze The Schools and Staffing Survey (SASS) database. The national survey was administered by the National Center for Education Statistics during the 1987-88, 1990-91, and 1993-94 school years. Findings indicate that on average, public school teachers earned between about 25 to 119 percent higher salaries than did private school teachers, depending on the private subsector. Between about 2 and 50 percent of the public-private difference could be accounted for by differences in teacher characteristics, depending on the private subsector. White and Hispanic male public school teachers earned higher salaries than their female counterparts. Hedonic wage theory would predict that teacher salaries would be higher in schools with more challenging, more difficult, and less desirable work environments. Schools with higher levels of student violence, lower levels of administrative support, and large class sizes paid higher salaries to compensate teachers for the additional burdens. However, some of the findings contradict the hypothesis. For example, public school teachers working in schools characterized by fewer family problems, higher levels of teacher influence on policy, and higher job satisfaction also received higher salaries. In conclusion, the results are consistent with the hypothesis that a complex array of factors underlie the processes of teacher supply and demand and hence the determination of salaries. Teachers are not all the same, but are differentiated by their attributes. At the same time, districts and schools are differentiated by virtue of the work environment they offer. Seventeen tables and two figures are included. Appendices contain technical notes, descriptive statistics and parameter estimates for variables, and standard errors for selected tables. (Contains 84 references.) (LMI)
Download or read book Teachers Perceptions of Merit Pay written by Vanessa Jackson and published by . This book was released on 2012 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.).
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teacher Performance Pay written by Xochitl Melva Rodriguez-Davila and published by . This book was released on 2011 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The ERIC Review written by and published by . This book was released on 1991 with total page 302 pages. Available in PDF, EPUB and Kindle. Book excerpt: Provides information on programs, research, publications, and services of ERIC, as well as critical and current education information.
