Hiccups and Success: Principals Speak out about Equitable Performance Pay in a Large South Texas Urban Border District

Autor/inn/en	Nava-Garza, Rebeca; Maxwell, Gerri M.
Titel	Hiccups and Success: Principals Speak out about Equitable Performance Pay in a Large South Texas Urban Border District
Quelle	In: Research in Higher Education Journal, 38 (2020), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-3432
Schlagwörter	Principals; Administrator Attitudes; Merit Pay; Urban Schools; Hispanic American Students; Low Income Students; Academic Achievement; Incentives; Coaching (Performance); Teacher Effectiveness; Elementary Secondary Education; Accountability; Texas + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Leistungszulage; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Anreiz; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Verantwortung
Abstract	This study sheds light on principal perceptions of the impact of performance pay in an urban South Texas School District that is situated on the border of Texas and Mexico. This qualitative naturalistic inquiry case study used researcher as instrument (Lincoln & Guba, 1985). in order to glean the perceptions of principals who serve campuses of students that are predominantly Hispanic and underserved low-socioeconomic students. Strategies to facilitate trustworthiness and credibility of the study were implemented (Erlandson, Harris, Skipper, & Allen, 1993). Major themes include: 1) the critical need for teacher quality, 2) the significance and impact of principals as teacher coaches, 3) the necessity of discernment in understanding of the purpose of performance base compensation as well as the impact of performance-based compensation (including the impact of that at three levels); and, 4) the impact on student achievement. The fifth theme evidenced participant perspectives on whether performance-based compensation improves recruitment and retention of quality teachers. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01