Teacher Attitudes on Pay for Performance: A Pilot Study. Working Paper 2007-06

Autor/inn/en	Jacob, Brian; Springer, Matthew G.
Institution	Vanderbilt University, National Center on Performance Incentives
Titel	Teacher Attitudes on Pay for Performance: A Pilot Study. Working Paper 2007-06
Quelle	(2007), (53 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Effectiveness; Teaching Experience; Educational Background; Personality Traits; Magnet Schools; Public Schools; Urban Schools; Teacher Attitudes; Merit Pay; Teacher Competencies; Teaching Skills; Attitude Measures; Specialization; Instructional Program Divisions; Teacher Characteristics; Risk; Self Efficacy; Teacher Effectiveness; Surveys; School Districts; Correlation; State Policy; Educational Policy; Teacher Salaries; Florida + Suchen Sie Ihr Suchwort? Vorbildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Leistungszulage; Lehrkunst; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Arbeitsteilige Spezialisierung; Risiko; Self-efficacy; Selbstwirksamkeit; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Survey; Umfrage; Befragung; School district; Schulbezirk; Korrelation; Politics of education; Bildungspolitik; Lehrerbesoldung; Lehrervergütung
Abstract	Pay for performance (PFP) is once again gaining popularity within education. This study examines teacher attitudes toward PFP policies, and how these views vary by teacher experience, subject area specialization, grade level(s) taught, educational background, personality characteristics, risk and time preferences, and feelings of efficacy. Data were collected through a voluntary, online survey instrument fielded over a two-week period at the end of the 2006-2007 school year. The sample comprised all full-time instructional personnel in 199 traditional public and magnet schools in a large, urban school district in Florida. Results suggest only modest support for PFP policies among teachers. We detect some association between teacher demographics and views on PFP policies. The most striking finding is how little teachers appear to understand how the two most recent PFP initiatives in Florida operate. (Contains 9 tables, 1 figure and 17 footnotes.) [This paper was written with the assistance from Yvonne Lyons and Marshall Ogletree. Funding for this paper was provided by the Florida Education Association.] (As Provided).
Anmerkungen	National Center on Performance Incentives. Peabody College of Vanderbilt University, PMB #43, 230 Appleton Place, Nashville, TN 37203. Tel: 615-322-5538; Fax: 615-322-6018; e-mail: ncpi@vanderbilt.edu; Web site: https://my.vanderbilt.edu/performanceincentives
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10