ERIC Number: ED178565
Record Type: Non-Journal
Publication Date: 1979-Apr-27
Reference Count: N/A
Using Insights from Game Theory in Evaluating Tenured Teachers.
Hyman, Ronald T.
Using game theory as a model, suggestions are made to improve tenured public school teachers' individualized professional improvement plans. Seven basic concepts are discussed: (1) the game concept, a situation which involves decision making by the participants; (2) strategy--a plan for behavior under varied circumstances; (3) payoff--the value of an action; (4) rules--directions which structure the game; (5) information--the data available; (6) coalition--the temporary alliance among some players; and (7) timing--the choice of when a strategy will be implemented. Based on the assumption that administrator--teacher conflict is present in in-service education, the concept of payoff is discussed. Four types of payoffs are associated with teachers' workshops: reward for attendance; penalties for absence; temptation for defecting from the cooperative position; and sustaining the attending and cooperating position. Payoff charts for conflict situations are used to provide insights related to rational decision making; to emphasize key elements; and to encourage recognition of the dilemma between individual and group needs, and of the need for solutions. It is suggested that the current workshop game which teachers and administrators play must be reconceptualized; they must work cooperatively on a teacher improvement plan. Supervisors should implement a new payoff chart and demonstrate leadership by rewarding teacher improvement. (MH)
Descriptors: Change Strategies, Conflict Resolution, Decision Making, Elementary Secondary Education, Game Theory, Inservice Teacher Education, Motivation Techniques, Problem Solving, Public School Teachers, Reinforcement, Research Reports, Teacher Administrator Relationship, Teacher Improvement, Teacher Motivation, Teacher Workshops, Tenure
Publication Type: Speeches/Meeting Papers; Reports - Research; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: New Jersey