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ERIC Number: ED538349
Record Type: Non-Journal
Publication Date: 2007-Oct
Pages: 53
Abstractor: As Provided
Reference Count: 20
Teacher Attitudes on Pay for Performance: A Pilot Study. Working Paper 2007-06
Jacob, Brian; Springer, Matthew G.
National Center on Performance Incentives
Pay for performance (PFP) is once again gaining popularity within education. This study examines teacher attitudes toward PFP policies, and how these views vary by teacher experience, subject area specialization, grade level(s) taught, educational background, personality characteristics, risk and time preferences, and feelings of efficacy. Data were collected through a voluntary, online survey instrument fielded over a two-week period at the end of the 2006-2007 school year. The sample comprised all full-time instructional personnel in 199 traditional public and magnet schools in a large, urban school district in Florida. Results suggest only modest support for PFP policies among teachers. We detect some association between teacher demographics and views on PFP policies. The most striking finding is how little teachers appear to understand how the two most recent PFP initiatives in Florida operate. (Contains 9 tables, 1 figure and 17 footnotes.) [This paper was written with the assistance from Yvonne Lyons and Marshall Ogletree. Funding for this paper was provided by the Florida Education Association.]
National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Vanderbilt University, National Center on Performance Incentives
Identifiers - Location: Florida
IES Funded: Yes
Grant or Contract Numbers: R305A060034