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The price of success: The impact pe...

Little, Shaun R.

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The price of success: The impact performance-related pay has on teacher retention.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The price of success: The impact performance-related pay has on teacher retention./
Author:	Little, Shaun R.
Description:	184 p.
Notes:	Adviser: Steven Gross.
Contained By:	Dissertation Abstracts International68-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268167
ISBN:	9780549074762

The price of success: The impact performance-related pay has on teacher retention.
Little, Shaun R.

The price of success: The impact performance-related pay has on teacher retention. - 184 p.

Adviser: Steven Gross.

Thesis (Ed.D.)--Temple University, 2007.

This quantitative research study examined the perceptions of teachers towards performance-related pay and other factors that impacted their retention. This study took place in one urban and one suburban school district in the Midwest region of the United States. Performance-related pay has been used for centuries both in the United States and around the world as a way of rewarding good work and as a way of retaining good teachers. Yet many teachers continue to leave the profession and head towards the private sector. This study examined what motivated teachers to remain with their respective school districts and to what extent that motivation was based on performance-related pay. The study utilized a survey and a review of the district's performance-related pay programs to collect data and answer the research questions. The conclusions added a wealth of valuable information to the already existing knowledge base on this topic. The final conclusions of this study indicated that, as a whole, teachers were not overly motivated to either come to or stay in school districts solely because of performance-related pay. There were other factors, especially colleague support and administrative support that played a much larger role in teacher retention. Even though many teachers liked the idea of performance-related pay, they had some concerns about their district's performance-related pay program. Even with these concerns, the teachers did not feel as though relationships were adversely affected by performance-related pay. Finally, there were significant differences between how suburban and urban teachers viewed performance-related pay. In general, suburban teachers expressed a more favorable view of it than did urban teachers. Suburban teachers were more likely to be influenced by performance-related pay to remain with their district than were urban teachers. However, neither group believed that performance-related pay was among the main reasons for their retention. Using these results, school district administrators will have some much needed information about whether or not a performance-related pay program is right for their district.

ISBN: 9780549074762Subjects--Topical Terms:

626645
Education, Administration.

The price of success: The impact performance-related pay has on teacher retention.
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245 1 4 $a The price of success: The impact performance-related pay has on teacher retention.
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500 $a Adviser: Steven Gross.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2261.
502 $a Thesis (Ed.D.)--Temple University, 2007.
520 $a This quantitative research study examined the perceptions of teachers towards performance-related pay and other factors that impacted their retention. This study took place in one urban and one suburban school district in the Midwest region of the United States. Performance-related pay has been used for centuries both in the United States and around the world as a way of rewarding good work and as a way of retaining good teachers. Yet many teachers continue to leave the profession and head towards the private sector. This study examined what motivated teachers to remain with their respective school districts and to what extent that motivation was based on performance-related pay. The study utilized a survey and a review of the district's performance-related pay programs to collect data and answer the research questions. The conclusions added a wealth of valuable information to the already existing knowledge base on this topic. The final conclusions of this study indicated that, as a whole, teachers were not overly motivated to either come to or stay in school districts solely because of performance-related pay. There were other factors, especially colleague support and administrative support that played a much larger role in teacher retention. Even though many teachers liked the idea of performance-related pay, they had some concerns about their district's performance-related pay program. Even with these concerns, the teachers did not feel as though relationships were adversely affected by performance-related pay. Finally, there were significant differences between how suburban and urban teachers viewed performance-related pay. In general, suburban teachers expressed a more favorable view of it than did urban teachers. Suburban teachers were more likely to be influenced by performance-related pay to remain with their district than were urban teachers. However, neither group believed that performance-related pay was among the main reasons for their retention. Using these results, school district administrators will have some much needed information about whether or not a performance-related pay program is right for their district.
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