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Autor/inn/enYuan, Kun; Le, Vi-Nhuan; McCaffrey, Daniel F.; Marsh, Julie A.; Hamilton, Laura S.; Stecher, Brian M.; Springer, Matthew G.
TitelIncentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices: Results from Three Randomized Studies
QuelleIn: Educational Evaluation and Policy Analysis, 35 (2013) 1, S.3-22 (20 Seiten)Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0162-3737
DOI10.3102/0162373712462625
SchlagwörterTeacher Surveys; Merit Pay; Teacher Motivation; Academic Achievement; Educational Practices; Stress Variables; Collegiality; Working Hours; Incentives; Teacher Responsibility; Accountability; Program Effectiveness; Likert Scales; Teaching Conditions; New York; Tennessee; Texas
AbstractThis study drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality. Results showed that most teachers did not report their program as motivating. Moreover, the survey responses suggest that none of the three programs changed teachers' instruction, increased their number of hours worked or job stress, or damaged their collegiality. Future research needs to further examine the logic model of pay-for-performance programs and test alternative incentive models such as rewarding teachers based on their practices and job responsibilities rather than on student outcomes. (Contains 14 notes and 3 tables.) (As Provided).
AnmerkungenSAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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