NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED233436
Record Type: RIE
Publication Date: 1983
Pages: 26
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Work-Orientations and Incentive Systems and Their Effect in the Delivery of Education in a Multi-Cultural Institution.
Ortiz, Flora Ida
Interviews conducted with 15 elementary school teachers and 5 principals in a southern California metropolitan district bring out the differing work orientations and incentives among teachers and administrators, and reveal how various principal-generated orientations and incentives affect teacher performance. The research shows that the work philosophies of teachers fall into two groups: those dealing with goals of education (either student achievement or nurturing of students) and those with classroom organization (emphasizing either the program or the conducting of lessons). The interviews further identify four kinds of work orientations in principals: those (1) emphasizing advocacy of teachers' work, (2) stimulating and motivating teachers, (3) directly monitoring teachers, and (4) coordinating program goals and teacher objectives. The interviews bring out common attitudes and inconsistencies in principal-teacher relations; where support of teachers is emphasized, for instance, the principal may not adequately evaluate teacher performance and thus may confuse rewards and incentives. To achieve productive results, attempts should be made to match administrators, teachers, and students with respect to work orientations and incentives. The evidence shows that in multicultural schools, cultural gaps result in increasing teacher emphasis on simply maintaining program goals and nurturing rather than on achievement orientation; principal work-orientations may thus exacerbate the cultural gap. (JW)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Work Orientation
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).