ERIC Number: ED275046
Record Type: RIE
Publication Date: 1986-Oct
Reference Count: 0
Role-Related Interests and Perceptions of a Teacher Incentive Plan: Case Studies of Three Elementary Schools.
Bartell, Carol A.
This document reports on a study of the implementation of new teacher evaluation procedures as part of a consultant-designed teacher incentive plan in three elementary schols. The study focused on the impact of this effort on the role-related interests (job satisfactions and needs) of teachers and administrators. Teachers' role-related interests were found to correspond with their overall initial perceptions of the evaluation plan: teachers perceived no impact of the plan on the majority of job satisfactions, but they did perceive a negative impact upon their expressed needs of support, good working relations, appreciation, interest, and so forth, from administrators, colleagues, and parents. The responses of administrators were mixed. The study also attempted to determine how perceptions of the plan were influenced by program experiences, by interpersonal relations, and by the actual process of rating teachers. Twenty tables present statistical data on the positive and negative effects of the many variables affecting perceptions of the plan, including the overall negative effect on morale across schools. The study concludes that further research needs to be done if the goal is to design plans that truly serve as incentives to improve instructional programs. Two pages of references are appended. (IW)
Descriptors: Administrator Attitudes, Administrator Role, Elementary Education, Elementary School Teachers, Incentives, Interpersonal Relationship, Job Satisfaction, Personnel Needs, Principals, Program Evaluation, Program Implementation, Research Needs, Rewards, Role Perception, Teacher Attitudes, Teacher Evaluation, Teacher Motivation
Publication Type: Speeches/Meeting Papers; Reports - Research; Information Analyses
Education Level: N/A
Audience: Researchers; Administrators; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-western Educational Research Association (Chicago, IL, October 16-18, 1986).