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ERIC Number: ED535108
Record Type: Non-Journal
Publication Date: 2010
Pages: 185
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-2670-3257-7
ISSN: N/A
Teacher Attitudes toward the Consequences of Pay for Performance Incentives
Winkler, Harry Dale
ProQuest LLC, Ed.D. Dissertation, University of Kentucky
Research indicates that teachers play a very important role in the academic achievement of students (Sanders & Rivers, 2002). One study states, "The quality of teaching has been shown to relate directly to students' ability to succeed in school, the workplace, and in life" (Koppich, 2008). Even though a low number of studies have found a small relationship between teacher experience and student achievement, other researchers have not been able to find a significant relationship between teacher effectiveness and the variables of experience, level of education, and scores on certification tests (Springer, Podgursky, Lewis, Ehlert, Gardner, Ghosh-Dastidar, et al., 2007). This research has led many to advocate for a change in the manner in which teachers are compensated. The studies on performance-based pay are becoming more prevalent, and when one takes into context these studies combined with high stakes accountability, many legislators on state and federal levels are seeking ways to implement such initiatives. One such legislative body to pursue a performance based compensation initiative is a state in the western part of the United States. In an effort to gain a perspective on how the performance-based compensation legislation will be received in the western state, this study looks at teacher attitudes in one large urban district. The study examines teacher attitudes regarding the consequences of performance pay. The focus of the study is on variation of attitudes based on teacher and school background. Teacher background includes number of years teaching, highest level of education, gender, grade level taught, subject area taught, having worked in a field other than education, and membership in a teachers' association. School background includes the school level, meeting Adequate Yearly Progress, performance on Criterion Referenced Tests, Title I status, percentage of students on free and reduced lunch, percentage of English language learners, and total school enrollment. Data analysis indicates that school and teacher characteristics are significant predictors of teachers' attitudes toward the consequence of pay for performance incentives. The teacher and school characteristics are significant in predicting whether one believes that performance pay will increase student achievement, lead to improved classroom instruction, influence professional development decisions, motivate teachers to work harder, and other consequences. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A