Education Quality and Teacher Salary.

Autor/in	Land, Arthur J.
Titel	Education Quality and Teacher Salary.
Quelle	(1986), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Administrator Responsibility; Educational Policy; Educational Quality; Educational Theories; Elementary Secondary Education; Employment Practices; Futures (of Society); Instructional Improvement; Merit Pay; Performance Factors; Teacher Administrator Relationship; Teacher Attitudes; Teacher Effectiveness; Teacher Evaluation; Teacher Improvement; Teacher Motivation; Teacher Recruitment; Teacher Salaries; Work Attitudes + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Educational theory; Theory of education; Bildungstheorie; Berufspraxis; Future; Society; Zukunft; Unterrichtsqualität; Leistungszulage; Leistungsindikator; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teacher appraisal; Lehrerbeurteilung; Lehrerrekrutierung; Lehrerbesoldung; Lehrervergütung; Work attitude; Arbeitshaltung
Abstract	In view of the emphasis on money as a motivator mentioned in reports examining theoretical notions about teacher motivation, this paper focuses on the efficacy of using salary to attract quality teacher candidates. Although standarized testing and internship programs often supplement inadequate certification requirements, critics question the relationship of testing to classroom effectiveness and to higher quality applicants. Jacob W. Getzel's theory of social behavior, as applied by Morphet et al., suggests that effective school leadership extends opportunities to teachers to meet both personal and school objectives. Maslow's theory of motivation provides an avenue for understanding individual needs as motivators of behavior. Today, according to Yankelovitch, the attitude of younger employees toward their work and workplace is that the present incentive system is so unappealing that they are no longer motivated to work hard. A derived implication is an administrative style that is supportive of a teacher's inner locus of control. The Coleman report discovered that local affluence is the basis for setting teacher salaries--not teacher quality. While money incentives are necessary, they are insufficient alone, for knowledge about what motivates teacher performance is necessary. The teacher's experience of the school environment has a great impact on quality, which involves administrator quality. Morphet and others (1982) perceive the traditional behavior of administrators as one of the major stumbling blocks to curriculum improvement. Included are 33 references. (CJH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC