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The determinants and consequences of...

Wazeter, David Lee.

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The determinants and consequences of teacher salary schedules.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The determinants and consequences of teacher salary schedules./
Author:	Wazeter, David Lee.
Description:	328 p.
Notes:	Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2720.
Contained By:	Dissertation Abstracts International52-07A.
Subject:	Sociology, Industrial and Labor Relations. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9131395

The determinants and consequences of teacher salary schedules.
Wazeter, David Lee.

The determinants and consequences of teacher salary schedules. - 328 p.

Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2720.

Thesis (Ph.D.)--Cornell University, 1991.

In the past decade, there has been considerable debate concerning the effects of teacher compensation systems on motivation, recruitment, retention, perceptions of pay equity, and salary levels. The public policy debate has been conducted in the absence of empirical evidence concerning the most widely used teacher compensation system, the salary schedule. Thus, the purpose of the study was to construct a model of the determinants and consequences of salary schedules in public education. The model was tested empirically using financial, demographic, and salary information for 500 school districts and mail surveys from 5,160 public school teachers in a large northeastern state with a compulsory bargaining law.Subjects--Topical Terms:

1017858
Sociology, Industrial and Labor Relations.

The determinants and consequences of teacher salary schedules.
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035 $a (UnM)AAI9131395
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100 1 $a Wazeter, David Lee. $3 1909950
245 1 4 $a The determinants and consequences of teacher salary schedules.
300 $a 328 p.
500 $a Source: Dissertation Abstracts International, Volume: 52-07, Section: A, page: 2720.
502 $a Thesis (Ph.D.)--Cornell University, 1991.
520 $a In the past decade, there has been considerable debate concerning the effects of teacher compensation systems on motivation, recruitment, retention, perceptions of pay equity, and salary levels. The public policy debate has been conducted in the absence of empirical evidence concerning the most widely used teacher compensation system, the salary schedule. Thus, the purpose of the study was to construct a model of the determinants and consequences of salary schedules in public education. The model was tested empirically using financial, demographic, and salary information for 500 school districts and mail surveys from 5,160 public school teachers in a large northeastern state with a compulsory bargaining law.
520 $a The hypotheses in the determinants model are derived from the median voter model, Ross's theory of trade union wages, internal labor market theory, power dependence theory, institutional organization theory, and Milkovich and Newman's salary structure model. The results, using regression analysis, indicate that salary schedule steps are negatively related to the school district wealth and tax effort. Max-min ratios are positively related to district wealth and tax effort. The results also provide support for institutional theory; salary schedules in the surrounding area have a strong effect on salary schedule attributes in particular districts.
520 $a The consequences model focuses on the relationships between salary schedules, salary levels, perceptions of pay equity and union commitment. The hypotheses are derived from equity theory, and the procedural justice and union commitment literatures.
520 $a The regression results show that shorter salary schedules are associated with higher average levels, and have a marginal effect on maximum salaries. Perceptions of internal pay equity are positively related to salary levels and perceptions of procedural justice, and negatively related to salary dispersion. Teachers with greater than twenty years of experience perceive greater pay equity when their salary, relative to the starting salary, is low. Just the opposite is found to be true for teachers with few years of experience. The results also suggest the perceptions of pay equity are negatively related to teachers' commitment to their local union.
520 $a Implications for public policy and generalizability of the model to other settings are discussed.
590 $a School code: 0058.
650 4 $a Sociology, Industrial and Labor Relations. $3 1017858
650 4 $a Psychology, Industrial. $3 520063
650 4 $a Economics, Labor. $3 1019135
650 4 $a Education, Administration. $3 626645
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710 2 0 $a Cornell University. $3 530586
773 0 $t Dissertation Abstracts International $g 52-07A.
790 $a 0058
791 $a Ph.D.
792 $a 1991
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9131395