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The Perceptions Of Teachers In A Rural South Georgia County Regarding Merit Pay Based On Student Achievement
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Book Synopsis The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement by : Renee M. Sasser
Download or read book The Perceptions of Teachers in a Rural South Georgia County Regarding Merit Pay Based on Student Achievement written by Renee M. Sasser and published by . This book was released on 2011 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The study explored the perceptions of teachers in a rural south Georgia county regarding merit pay based on student achievement. The study examined 205 teachers' personal and professional demographics and perceptions of the use of student achievement in awarding merit pay. The study employed a descriptive, survey approach to address the research questions. A self-designed survey questionnaire was developed to explore teachers' perceptions of merit pay and included a quantitative orientation. Findings indicated that the majority of the teachers who responded to the survey worked at the middle school level, were greater than 50 years old, and had between 0-9 years experience. They typically held a Master's Degree. The majority of the respondents worked at a school that did not make AYP for the 2009-2010 school year. Respondents did not want a merit pay plan implemented in the district even though the district is a Race to the Top Grant Award recipient that mandates a merit pay plan be implemented. The teachers were undecided if student achievement should be used to award a merit pay plan if one were to be implemented. The teachers indicated that a merit plan would negatively impact the school climate, which would destroy collaboration, which in turn could lead to a negative impact on student achievement. Teachers also indicated that teacher evaluations would have administrators playing favorites toward those teachers who "do not rock the boat" or raise questions about certain practices. The teachers were undecided on the number of evaluations that would be adequate to award merit pay. Based on demographics, the were no significant differences in the years of experience, the school level, and AYP status. There were differences with age. The younger the teacher, the more motivated the teacher was to improve student achievement in order to be awarded meit pay. The less eduation the teacher obtained, the more undecided the teacher was with improving student achievement in order to be awarded merit pay. The teachers, who had attained a Specialist's Degree, were more undecided on using student achievement in order to be awarded merit pay.
Book Synopsis Teachers' Perceptions of Merit Pay in Georgia by : Jessica Glisson Edenfield
Download or read book Teachers' Perceptions of Merit Pay in Georgia written by Jessica Glisson Edenfield and published by . This book was released on 2014 with total page 124 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: This study explored the perceptions of implementing a merit pay plan as reported by elementary teachers in three rural Georgia school districts, one of which was participating in the Race to the Top (RT3) initiative. The study examined the perceptions of 109 elementary teachers in regard to merit pay implementation, models of merit pay, factors worthy of reward, and the impact that perceptions of school culture has on attitudes towards merit pay. The study employed a descriptive survey approach to address the research questions. An amended version of the Teacher Survey on Performance Pay was employed to explore the perceptions of participants. The majority of responding teachers worked in the RT3 district. Respondents were not in favor of the implementation of a merit pay plan and preferred raising the base salary of teachers. The majority of respondents did not favor the presented models of merit pay, although a school-based plan received a higher response of agreement than the others. Respondents indicated that a variety of factors beyond student achievement and teacher evaluations needed to be considered when awarding merit pay and reported unfavorable feelings toward Georgia's proposed formula. Concerns regarding factors impacting student achievement were expressed, along with frequent concerns for teachers of EIP and inclusion classes and how emphasis on student achievement may impact these areas. Results also indicated that perceptions of school culture have no impact on attitudes towards merit pay. Respondents reported positive views of school culture, yet were not in favor of merit pay implementation. Concerns arose regarding potential negative implications that merit pay may hold for school culture, such as decreased collaboration and increased competitive feelings. Based on comparisons, overall responses from the RT3 district were similar to those of the other two districts who were not RT3 participants. Neither district type was in favor of merit pay. The results of the study indicated an overall negative view of merit pay by teachers, with the destruction of the schools' collaborative cultures being one of the top concerns. Such feelings may be resolved if teachers are active participants when creating a merit pay plan.
Book Synopsis Comparison of Teachers' Perceptions on Identified Academic Indicators in Rural and Urban Schools in South Carolina by : Tina Marshall-Bradley
Download or read book Comparison of Teachers' Perceptions on Identified Academic Indicators in Rural and Urban Schools in South Carolina written by Tina Marshall-Bradley and published by . This book was released on 2003 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Student Achievement, Teacher Effectiveness, Merit Pay, and Selective Teacher Demographics in a Rural School District by : Jill Webb Faulkner
Download or read book The Relationship Between Student Achievement, Teacher Effectiveness, Merit Pay, and Selective Teacher Demographics in a Rural School District written by Jill Webb Faulkner and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teacher merit pay has become popular among policymakers to meet accountability mandates related teacher effectiveness and student achievement. Legislation at the federal level has provided grants and financial incentives to state and local districts to implement merit pay plans. In 2013, Tennessee required all districts to develop a differentiated compensation plan by revising an earlier differentiated compensation policy from 2008. With more rigorous standards and testing at the forefront of education reform in Tennessee, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as one of the components. The purpose of this causal-comparative study was to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also will consider if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. The participants involved in this study were teachers and students of English I, English II, Algebra I, and Algebra II of the only high school in the district. Chi-square analysis found that higher teacher effectiveness may have a positive relationship with higher bonuses. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender. The study highlights the need for conclusive evidence in support of merit-based pay before leaders expand upon the compensation plan. Keywords: merit pay, performance pay, incentive pay, student achievement, accountability, teacher evaluation, teacher effectiveness.
Book Synopsis Teachers' Perceptions of Merit Pay by : Vanessa Jackson
Download or read book Teachers' Perceptions of Merit Pay written by Vanessa Jackson and published by . This book was released on 2012 with total page 53 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study is to show the various perceptions teachers have on merit pay. This research was designed to examine the perceptions and attitudes of teachers towards the idea of performance based pay. This topic has been an ongoing battle within school systems since the 1800s. The participants in this study were teachers from the state of Indiana. An internet search was done to find similar public school corporations in Indiana that had already implemented merit pay systems or were planning on establishing a pay scale system based on performance. Approximately 250 teachers from four school corporations were invited to complete the survey. Out of those invited, 42 teachers completed the survey, producing a response rate of 16.8%. Of the 42 teachers who participated in the survey, 25 teachers (59.5%) were not in schools with merit pay, while 17 teachers (40.5%) were in a system that used merit pay. Results indicated that there are significant differences to the questions regarding higher pay for better performance. To all other questions there are no significant differences noted. An overwhelming number of participants strongly disagreed with the concept of merit pay, arguing that teachers work to the best of their ability while seeking to sharpen the craft of teaching and additional pay will do little to enhance student achievement. Appended to this document are: (1) Study Information Sheet; (2) Teacher Survey Form; (3) Principal E-mail; (4) Secretary E-mail (with Study Information Sheet); (5) Follow-Up E-mail; and (6) IRB Approval. (Contains 19 tables.).
Book Synopsis Mississippi Teachers' Perception of Merit Pay by : Diana Melissa Stephens
Download or read book Mississippi Teachers' Perception of Merit Pay written by Diana Melissa Stephens and published by . This book was released on 2015 with total page 123 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers are the center of increasing student achievement and student motivation, therefore, a way to motivate teachers must be implemented. Although most teachers are motivated intrinsically for their love of teaching, external motivation could add another component to teacher success. Merit pay is one way to provide an external motivator to change teaching strategies in order to increase student achievement. This study measured teachers' perceptions in Mississippi, who are involved in the merit pay pilot program. There are four school districts participating in the pilot program, and two of those school districts were surveyed for this study, a central Mississippi school district and a south Mississippi school district. The data showed that teachers' perception was moderate, and improvements to the program could be made to increase the positive perception of teachers' regarding the merit pay program. No statistical difference was found between low and high socioeconomic schools, veteran teachers and nonveteran teachers, or teachers who teach tested grades, and teachers who do not. Therefore, regardless of where and who the teachers teach, they do not have a different perception of merit pay. When the merit pay criteria was correlated with teachers' perception of merit pay, there was a moderate positive correlation revealing that if teachers understand and have buy-in to the criteria they are having to meet to earn merit pay they have a more positive perception of the program. Merit pay has the potential to motivate teachers to change teaching strategies in the classroom when the focus stays on the successful strategies of implementing merit pay. --Page ii.
Book Synopsis A Straightforward Guide to Teacher Merit Pay by : Gary W. Ritter
Download or read book A Straightforward Guide to Teacher Merit Pay written by Gary W. Ritter and published by Corwin Press. This book was released on 2013-05-09 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Is your school system considering teacher merit pay? Now is the time to understand the potential benefits and pitfalls of performance-based teacher pay, as well as how today's most successful programs were developed. Drawing on substantial research with school districts, Gary Ritter and Joshua Barnett provide a step-by-step approach to setting up a merit pay system in your school district. Readers will find, An overview of existing merit pay programs and their strengths and weaknesses, A review of the 12 most common myths about merit pay and how school leaders can respond, Six guiding principles for designing a merit pay program, along with how-to's and timelines for every phase, Guidance on creating balanced assessments based on multiple measures of teacher effectiveness, developed in collaboration with teachers, Ensure that-your district's merit pay program supports teachers' professional growth, schoolwide progress, and student achievement. Book jacket.
Book Synopsis A Study of Teachers' Opinions Toward Merit Pay in Douglas County by : Marla L. Hutton
Download or read book A Study of Teachers' Opinions Toward Merit Pay in Douglas County written by Marla L. Hutton and published by . This book was released on 1985 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A School-based Merit Pay Plan, Student Achievement, and Teacher Job Satisfaction by : Peggy Moore Norman
Download or read book A School-based Merit Pay Plan, Student Achievement, and Teacher Job Satisfaction written by Peggy Moore Norman and published by . This book was released on 1988 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Merit Pay by : Carrie E. Ashcraft
Download or read book Teacher Perceptions of Merit Pay written by Carrie E. Ashcraft and published by . This book was released on 2012 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This qualitative research project was employed to study the perceptions teachers have about merit pay programs while currently working in a merit pay school. It was further designed to examine the experiences that have led teachers to their current perceptions. Thirty-two teachers responded to a survey about merit pay and nine teachers were chosen randomly to take part in a more extensive interview process. The nine participants involved in this study completed individual interviews and took part in a focus group with other study contributors. Teachers responded to questions pertaining to student achievement, teacher effectiveness, program structure and work experiences as they relate to perceptions of merit pay. The data implies that teachers have complex views about merit pay, the structure of the plan is vitally important and teacher concerns must be addressed for merit plan to be successful."--Author's abstract.
Book Synopsis Performance-based Pay by : Jonathan Scott Marsh
Download or read book Performance-based Pay written by Jonathan Scott Marsh and published by . This book was released on 2014 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last decade, there has been a resurgence in the support of using teacher pay to influence the outcome of student achievement on state tests. Current research about the effectiveness of these performance-based pay plans is varied and little research exists that qualitatively describes the experience that teachers have when engaging in these type of programs. Performance-based pay systems are a form of compensation reform, and like any other institutional reform initiative, can succeed or fail for many reasons. Understanding these reasons is key to understanding the perceptions of teachers regarding change, and planning for effective change when it occurs. The purpose of this heuristic case study was to understand the perceptions teachers have about performance-based pay in its natural setting. The research questions were as follows: What are the perceptions that teachers have about performance-based pay systems? How do teachers perceive accountability in reference to performance-based pay systems? How do teachers perceive equity in reference to performance-based pay systems? This single instrumental case study used phenomenology and heuristics as a lens to investigate the perceptions of 54 teachers in regards to performance-based pay systems and illuminate common threads of understanding such that these understandings will better facilitate the transition between compensation systems should the need arise. Results of this study indicated that although teachers believe that student achievement results play a part in determining teacher effectiveness, teachers also have a great mistrust of performance based pay systems. Teachers perceptions included a belief that these pay systems based on standardized test data are inherently flawed due to their inability to account for all student variables, and that these systems will create an environment where competition will result in increased teacher isolation and game-playing or cheating on standardized tests. The examination of the data uncovered a cycle of reaction based upon the themes of understanding developed across sources. This cycle illustrates the phenomenon of progressing through a process of knowing, experiencing, and protecting oneself from a failing performance-based pay or merit program. This cycle incorporates issues unique to teachers and other public servants and is defined using Public Service Motivation Theory.
Book Synopsis Teacher Merit Pay in a Rural Western North Carolina County by : Ross Rumbaugh
Download or read book Teacher Merit Pay in a Rural Western North Carolina County written by Ross Rumbaugh and published by . This book was released on 2019 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis "Courageous Conversations" by : Lawanda P. Gillis
Download or read book "Courageous Conversations" written by Lawanda P. Gillis and published by . This book was released on 2009 with total page 199 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The requirements of the No Child Left Behind Act of 2001 has forced school systems throughout the United States to consider the achievement gap between White students and non-White students, which had not previously been a factor in determining school success for federal and state funding. However, acknowledging the gap is not enough. Schools must move beyond acknowledging the gap to developing strategies to close the gap.
Book Synopsis Paying Teachers for What They Know and Do by : Allan Odden
Download or read book Paying Teachers for What They Know and Do written by Allan Odden and published by Corwin. This book was released on 1997 with total page 220 pages. Available in PDF, EPUB and Kindle. Book excerpt: Updated Edition of Bestseller! This update of the classic Corwin bestseller is a "how-to" on teacher compensation, bringing new information, insights, and innovations to an increasingly challenging discussion.
Book Synopsis Teacher Perceptions of Merit Pay by : Paul James Waller
Download or read book Teacher Perceptions of Merit Pay written by Paul James Waller and published by . This book was released on 2019 with total page 145 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study is to identify and explore teacher perceptions of the merit-pay plan after six years of implementation in the Innovative School District (ISD). This qualitative case study will add to the knowledge base and provide interested school leaders with information as they consider alternatives to traditional teacher compensation. This study will provide similar districts, administrators, and scholars with insight into teacher perceptions developed after a merit-pay system has first been put into place and then remained in place for six years. As other school district leadership teams work with their teachers and boards of education to consider and develop a merit-pay system, they may be able to avoid pitfalls in the process of implementation by knowing the perceptions teachers have about this approach. This knowledge can also be incorporated into the curriculum of applicable higher education programs. This study employed a single case study approach to gain an understanding of the perceptions held by elementary teachers in grades Pre-K, one through six through semi-structured interviews. This researcher recognizes that knowledge gained from this study is relative and not absolute, but it will use empirical evidence to generate plausible claims (Patton, 2002). This approach is aligned with Merriam's purpose for qualitative research, which is to achieve a deep understanding of how people perceive what they experience (Merriam, 2009). There were four major themes that emerged from this study. These included: A significant number of teachers in ISD do not have a solid understanding of the structure of the merit-pay program. Second, trust between the teachers and the principal are vital to the success of the merit-pay program. Third, ISD's merit-pay program has been successful with a majority of teachers stating that if they had the chance to return to a traditional salary schedule, they would remain on the merit-pay plan. The final and most surprising theme revealed that teachers are concerned about the amount of time the merit-pay plan requires of the school principal. Teachers were concerned that the principal was now viewed as the "evaluator" instead of the symbolic leader of the building.
Author :United States. Congress. House. Committee on Education and Labor. Merit Pay Task Force Publisher : ISBN 13 : Total Pages :16 pages Book Rating :4.3/5 (121 download)
Book Synopsis Merit Pay Task Force Report by : United States. Congress. House. Committee on Education and Labor. Merit Pay Task Force
Download or read book Merit Pay Task Force Report written by United States. Congress. House. Committee on Education and Labor. Merit Pay Task Force and published by . This book was released on 1983 with total page 16 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Influence of the Elimination of Performance Pay on Teachers’ Perceptions on Retention and Student Performance at High-needs Campuses by : Keeley Rene Simpson
Download or read book The Influence of the Elimination of Performance Pay on Teachers’ Perceptions on Retention and Student Performance at High-needs Campuses written by Keeley Rene Simpson and published by . This book was released on 2018 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
