The Motivational Effects of School-Based Performance Awards. CPRE Policy Briefs.

Autor/inn/en	Kelley, Carolyn; Odden, Allan; Milanowski, Anthony; Heneman, Herbert, III
Institution	Consortium for Policy Research in Education, Philadelphia, PA.
Titel	The Motivational Effects of School-Based Performance Awards. CPRE Policy Briefs.
Quelle	(2000), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Behavioral Objectives; Educational Change; Elementary Secondary Education; Incentives; Merit Pay; Motivation Techniques; Performance Based Assessment; Professional Recognition; Public Schools; Teacher Attitudes; Teacher Morale; Kentucky; Maryland + Suchen Sie Ihr Suchwort? Schulleistung; Bildungsreform; Anreiz; Leistungszulage; Motivationsförderung; Leistungsermittlung; Public school; Öffentliche Schule; Lehrerverhalten; Teacher; Teachers; Morale; Lehrer; Lehrerin; Lehrende; Moral
Abstract	From 1995-98, The Consortium for Policy Research in Education (CPRE) teacher compensation researchers conducted interviews and survey questionnaires of teachers and principals in three sites to measure the motivational effects of school-based performance award (SBPA) programs. When a school met preset educational objectives, the SBPA programs in Charlotte-Mecklenburg (North Carolina) and Kentucky provided salary bonuses to all the teachers in the school, and the SBPA program in Maryland provided a monetary award to the school for school improvements. CPRE researchers found that the SBPA programs in two of the three sites helped teachers focus on student performance goals. However, the motivational power of the programs varied due to differences in teachers' beliefs. For instance, it mattered whether teachers believed their individual effort would lead to increases in schoolwide student performance, the SBPA system was fair and the award amount was worth the extra effort and stress, and whether they would be given the award if they could produce the improved performance results. The relationship between teachers, motivated by school-based performance awards or sanctions and improvements in school performance, also varied and may have been attributable to differences in the actual programs as well as the local context. Contains 23 references. (DFR)
Anmerkungen	CPRE Publications, 3440 Market St., Suite 560, Philadelphia PA 19104-3325. Tel: 215-573-0700.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC