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ERIC Number: EJ916259
Record Type: Journal
Publication Date: 2011-Mar
Pages: 13
Abstractor: As Provided
Reference Count: 31
ISBN: N/A
ISSN: ISSN-1598-1037
Teacher Reactions to the Performance-Based Bonus Program: How the Expectancy Theory Works in the South Korean School Culture
Ha, Bong-Woon; Sung, Youl-Kwan
Asia Pacific Education Review, v12 n1 p129-141 Mar 2011
This study was conducted in order to examine how and to what extent the implementation of the performance-based bonus program in South Korean schools has motivated teachers to improve their behavior, as well as to identify any other positive or negative effects of the program. Interviews with teachers indicated that a large percentage of teachers did not have a clear understanding of the evaluation system and did not feel that the evaluation standards were indicative of good teaching practice or that the evaluators were sufficiently experienced to conduct the evaluations. As a result, teachers generally had negative opinions regarding the program and did not support its continuation. Aligned with the expectancy theory, it was found that the Korean teachers' expectancy probabilities were low, instrumentality was low, most did not value a bonus, and they perceived other negative outcomes from the program. Therefore, most teachers stated that the program was not motivating them to improve their instructional performance. Further, schools' cultural factors such as seniority, the traditional concept of "Sesheng," and mistrust of job security turn out to not facilitate the original intention of the policy.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea