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There is a need to identify how the elimination of a performance pay system influences effective teachers’ retention decisions at high-needs schools. Careful consideration should be given when implementing and eliminating performance-based pay programs because teacher behaviors change under monetary incentive-based programs. With student achievement as the primary goal of performance pay, an equally important issue that is not yet understood is how teachers perceive the influence of performance pay on student achievement. A qualitative phenomenology methodology was used to determine how teachers make sense of performance pay through their experiences with the elimination of an established performance-based pay system and how these experiences influence retention decisions and perceptions of student achievement in urban middle schools with high-poverty and high-minority student populations. As effective teachers within their schools, the participants were uniquely positioned to provide valuable insight on their perceptions of the elimination of a performance pay system. This study determined that teachers perceive the elimination of an established performance pay system to increase teacher attrition at high-needs schools and will result in a decline in student achievement at these same high-needs schools. This research study expands the literature on teacher perceptions of performance pay and encourages district leaders to work collaboratively with school leaders and teachers to develop incentive plans for retention and student achievement at high-needs schools.
In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their respective campuses between 2011-2016. In total, 97 teachers from four different middle school campuses participated in this study. A descriptive analyst was conducted on teacher responses to an online survey to answer the research questions examined in this study: 1) What are teachers' perceptions of the pay-for-performance program's impact on teacher motivation?, 2) What are teachers' perceptions of the pay-for-performance program's impact on teacher retention?, and 3) What are the differences among teachers' perceptions of the pay-for-performance programs on the participating campuses? The results indicate 48.3% and 53.4% of the participants perceive pay-for-performance programs as having a positive impact on teacher motivation and teacher retention, respectively. Additionally, the results demonstrate 47.5% of participating teachers responded positively towards the pay-for-performance program on their respective campuses. This study has implications for policymakers and school district leaders who may consider implementing teacher pay-for-performance programs. Future research studies might explore school districts of different sizes throughout Texas and across the United States to gain a broader prospective of pay-for-performance programs.
The purpose of this collective case study was to understand secondary teachers' perceptions of the factors that influenced teacher retention at a Title I high school in a southern U.S. state. Although researchers have investigated the problem of teacher retention, few have studied factors that have influenced teacher retention in Title 1 high schools. The theories that guided this study included job demands-resources theory which analyzes employee well-being. This collective case study captured the insights of 10-15 current and former teachers at a Title I high school in a southern U.S. state. Data were collected through interviews, focus groups, and administrative documents and records. The researcher completed an analysis by organizing and coding the data in order to identify emerging themes and patterns. Understanding secondary teachers' perceptions of factors that impact teacher retention may help school leaders to plan and implement initiatives that reduce teacher attrition.
This qualitative study examined the perceptions of teachers of performance pay and its impact on teacher motivation. Data were collected and triangulated by utilizing a researcher created survey, open ended questions, and interview questions. This qualitative study sought to answer three research questions regarding teachers' perceptions of performance pay and its impact on teacher motivation. The research questions that guided this study were: (1) What are the perceptions of teachers regarding the concept of performance pay? (2) What are the perceptions of teachers regarding the impact of performance pay on teacher motivation? (3) How do the perceptions of performance pay differ among newer teachers versus veteran teachers and among elementary versus secondary teachers? The participants involved in the study included 177 teachers varying in years of experience and educational level taught (elementary and secondary). The setting of the study was a large suburban school district located in southeastern Pennsylvania. A report of the data indicated that teachers did not perceive an educational benefit to performance pay. Teachers of all levels of experience and educational levels reported that performance pay would not lead to increased student achievement nor would it motivate them to become better educators. Nearly all of the teachers involved in the study reported that the opportunity to watch their students learn, grow, and achieve as well as receiving positive feedback from their principal(s) were the main motivating factors in their profession. Among the teachers that were in favor of performance pay were those with less than 10 years of experience and those who taught at the secondary level.
The new terminology in public school districts is "urban education" which breeds an entirely new scope of needs for public urban school success. Teachers who work in urban schools with large numbers of low socio-economic minority students feel less satisfied and are more likely to turn over; meaning that turnover is high with low morale in the very schools that would benefit the most from a stable staff of experienced teachers (Grissom, 2011). The purpose of this qualitative research study was to identify teacher perceptions regarding teacher retention in a high need, low socio-economic public urban middle school, identifying reasons why teachers stay at that same school, transfer to another school within the district, or leave the profession in entirety. Urban schools are challenged to improve teacher retention and quality (Sachs, 2004). The participants in this study consisted of a sample population of 50 certified novice and veteran teachers who completed a confidential online survey that consisted of eight open-ended questions. Findings from this study are expected to show factors that can positively or adversely impact teacher retention according to teacher perceptions in a high need, low socio-economic public urban middle school. Some of the factors that are expected to be revealed are teacher preparation for urban education, teacher workload, and campus leadership support. Implications for school leaders are to consider teacher feedback regarding campus improvement, assist teachers with balancing workloads, and increase effective campus leadership support to retain high quality teachers for urban school long-term success.
Specifically designed for the introductory course, this text provides an overview of the field of instructional supervision. Acquaints students with not only the authors’ views on supervision, but with those of other specialists in the field, placing heavy emphasis on practice and the supervisor’s responsibilities as an instructional leader. Continues to stress that the relationship between the supervisor and teacher is built on trust and that the overall goal is to improve student achievement through better instruction.
Recruiting and retaining teachers is of utmost importance for ensuring student achievement, and increasing teacher productivity has been addressed by pay-for-performance programs. The purpose of this program study was to evaluate the effectiveness of the Teacher Incentive Allotment (TIA) program in Urban Independent School District (UISD) in Texas, as defined by the program’s attainment of its three stated outcomes: (a) reward teachers for effectively increasing student performance using valid and reliable measures; (b) recruit people to the teaching profession; and (c) retain high-performing teachers at high need campuses. The research design was a mixed methods convergent parallel approach and allowed for qualitative and quantitative data to be collected concurrently. The context, input, process, and products (CIPP) program evaluation model was applied to the TIA program. The TIA program’s effectiveness was measured using quantitative methods to compare student achievement data between teachers who were TIA designated and non-designated. The qualitative methods were applied through document analysis of reports available in the public domain and focus group interviews on measuring the UISD principals’ and teachers’ beliefs and attitudes about the TIA program. The quantitative findings showed the TIA designated teachers as demonstrating statistically significantly higher student achievement with a large effect size over the non-designated teachers. However, no relationship could be identified between the implementation of the TIA program and teacher retention at UISD. The focus group data yielded three overarching themes: (a) communication, (b) fairness, and (c) emotional response. Several subthemes emerged between the teacher focus groups and the principal focus groups for the first two overarching themes. Communication contained the subthemes of (a) understanding of the program, (b) recognition of designated teachers, (c) teacher support, and (d) confusion. Fairness contained the subthemes of (a) alignment, (b) testing, and (c) T-TESS evaluation inconsistencies. The theme of emotional response emerged from the participants’ perceptions of fairness and lack of communication. Both policymakers and educational leaders of other districts can benefit from the findings regarding UISD’s TIA program evaluation by implementing the recommendations seen in Chapter 5 that could increase TIA program effectiveness
National teacher shortages have received attention in the last few years, and researchers have projected turnover rates will grow in the upcoming years. As a result, districts and administrators were challenged to hire highly qualified teachers. There needed to be more educational research regarding why teachers remained in urban Title I schools. Due to the lack of research, further research was necessary to form a better understanding of increasing elementary school teacher retention. Elementary school teachers from one school district in Georgia responded to a questionnaire to explore the motivational factors influencing their retention in Title I schools. The 29 certified teachers indicated the following motivational factors influencing their retention in urban Title I schools aligned into eight themes: acceptance, altruism, educational systems, interpersonal skills, job satisfaction, leadership, resiliency, and work-related stress. In this study, I explored the teacher retention crisis, beginning with understanding the factors that influenced teacher retention. While there was abundant research data on teacher attrition, there needed to be more research on the factors affecting teacher retention. Identifying characteristics that support teacher retention was crucial for maintaining a skilled and satisfied staff. School districts and managers must learn how to establish systems that cater to the essential requirements of instructors working in high-poverty, low-performing schools.
The first widespread incentive pay scheme was initiated in UK schools in 2000. This book is the result of monitoring the whole process from its inception. The authors visited schools, observed lessons, and solicited the views and experiences of a large collection of teachers and headteachers. Their discoveries are presented in this lively book. They include the views of teachers who were successful in crossing the threshold, those who weren't and those who chose not to apply, and headteachers who had to make the decisions. The book focuses on the following schemes: * headteachers' experiences of training * the outcomes in their own school * their relationship with external assessors * their hopes and fears for the future * their assessment of the influence on classroom practice * what did teachers change and not change in their teaching as a result of performance management * what means they employed to further their own professional development. This timely book is a useful resource for anyone involved in education, whether it be a classroom teacher, headteacher, administrator or policy-maker.
This study examined the perceptions of twenty-two teachers regarding teacher performance pay models and the evaluating factors that are associated with this type of compensation method. Data were collected from elementary and middle school teachers in one public school district in Colorado that currently uses a performance pay model. This qualitative study incorporated the use of an electronic survey, four open-ended responses, and telephone or Skype interviews to obtain data regarding teacher performance pay models. The findings of this study suggested that teachers appreciate that performance pay models can improve compensation for young teachers and for effective educators. However, the study indicated that teachers do not believe that performance pay models increase student achievement and might lead to competition among teachers, which is not academically beneficial to students. In this study, the elementary and middle school teachers expressed the belief that teachers should have input about the design and evaluating factors of a performance pay model in order to ensure the program's success.