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ERIC Number: ED458277
Record Type: Non-Journal
Publication Date: 2001-Oct
Pages: 32
Abstractor: N/A
Reference Count: N/A
An Empirically-Based Classification System for Teaching Performance Incentives.
Mertler, Craig A.
This study attempted to expand the dichotomous classification scheme typically used by researchers to describe teaching incentives and to offer administrators and teachers an "alternative" framework within which to develop incentive systems. This study is built on a previous one, but used a much larger sample (n=969). Elementary, middle, and high school teachers were asked to rate 10 commonly instituted teaching incentives with respect to the level of motivation offered by each. An exploratory factor analytic approach was used to determine the resulting factor structure underlying the teachers' ratings. As in the previous study, the analysis resulted in a four-factor model, although the structure and conceptual labels changed slightly. The model is discussed as an alternative to the dichotomous classification scheme. The survey is attached. (Contains 1 figure, 2 tables, and 23 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A