Economic Incentives as a Strategy for Responding to Teacher Staffing Problems: A Typology of Policies and Practices

Autor/inn/en	Kolbe, Tammy; Strunk, Katharine O.
Titel	Economic Incentives as a Strategy for Responding to Teacher Staffing Problems: A Typology of Policies and Practices
Quelle	In: Educational Administration Quarterly, 48 (2012) 5, S.779-813 (35 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X12441011
Schlagwörter	Incentives; Educational Change; Teacher Salaries; Compensation (Remuneration); Teacher Recruitment; Teacher Persistence; Case Studies; Human Resources; Web Sites; Government Publications; Program Effectiveness; Alignment (Education); School Districts; Educational Policy; Educational Practices; California; Florida + Suchen Sie Ihr Suchwort? Anreiz; Bildungsreform; Lehrerbesoldung; Lehrervergütung; Abfindung; Kompensation; Lohnausgleich; Lehrerrekrutierung; Case study; Fallstudie; Case Study; Humankapital; Web-Design; School district; Schulbezirk; Politics of education; Bildungspolitik; Bildungspraxis; Kalifornien
Abstract	Background: Many district and school leaders experience difficulties staffing their classrooms with qualified teachers. Economic incentives may motivate teachers to enter and remain in the workforce and entice teachers to work in less desirable districts and schools. However, very little is known about incentives in use, how they are used to address teacher staffing challenges, or their relative effectiveness in meeting teacher staffing needs. Purpose: This article presents a typology that organizes and differentiates among economic incentive policies. The typology provides a framework for understanding the alignment between incentive policies and dimensions of the teacher staffing problem and interactions among incentive policies across levels of the educational system. Research Design: The typology is based on a broad review of scholarly literature, state and district documents and websites, and research and interest group reports and briefings. The typology was tested and refined using descriptive case studies in four districts in two states. Findings: The authors' findings confirm the typology's applicability, highlight patterns in the use of economic incentive policies, and point to the importance of considering the incentive "packages" to which teachers may be entitled in policy making and research. Conclusions: The study makes both conceptual and empirical contributions. Conceptually, the authors develop and test a tool policy makers, educational leaders, and researchers can use to examine economic incentive policies and align policies with teacher staffing problems. Empirically, the study identifies patterns that raise important questions about the ways in which economic incentive policies are implemented and evaluated. (Contains 7 notes and 7 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10