School-Based Performance Award Programs, Teacher Motivation, and School Performance: Findings from a Study of Three Programs. CPRE Research Report Series.

Autor/inn/en	Kelley, Carolyn; Heneman, Herbert, III; Milanowski, Anthony
Institution	Consortium for Policy Research in Education, Philadelphia, PA.
Titel	School-Based Performance Award Programs, Teacher Motivation, and School Performance: Findings from a Study of Three Programs. CPRE Research Report Series.
Quelle	(2000), (76 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Awards; Elementary Secondary Education; Incentives; Merit Pay; Performance; Performance Based Assessment; Premium Pay; Professional Recognition; Recognition (Achievement); Teacher Attitudes; Teacher Employment; Teacher Employment Benefits; Teacher Improvement; Teacher Motivation; Teacher Salaries; Kentucky; Maryland + Suchen Sie Ihr Suchwort? Award; Auszeichnung; Anreiz; Leistungszulage; Achievement; Leistung; Leistungsermittlung; Lohnzulage; Soziale Anerkennung; Lehrerverhalten; Lehrerbesoldung; Lehrervergütung
Abstract	This report provides an overview of the findings of 3 studies conducted between 1995 and 1998 on school-based performance award (SBPA) programs. Such programs provide teachers, and often other school staff, with pay bonuses when their school as a whole achieves specific educational objectives. The studies focused on programs in the state of Kentucky, the state of Maryland, and the Charlotte-Mecklenburg district in North Carolina. Kentucky and Charlotte-Mecklenburg paid salary bonuses for improvement in student outcomes toward a specific goal to all teachers in a school. Maryland provided awards to schools as school-improvement funds, not directly to teachers as bonuses. The report concentrates on three topics: teachers' motivational reactions to the programs; the degree to which teachers' motivational reactions are related to school performance; and principals' assessments of the effects of the programs. Data were gathered from interviews and surveys of teachers and principals. The results suggest that SBPA programs are a potentially useful tool for improving student success. Their full potential may, however, be difficult to reach. The programs studied appeared to have a focusing effect on teaching practices (both positive and negative effects), collaboration and teamwork, and resource alignment. (Contains 16 tables, 2 figures, and 68 references.) (WFA)
Anmerkungen	Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr44.pdf.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC