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Teacher attitudes regarding performance-based pay.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher attitudes regarding performance-based pay./
Author:	Russ, Ronald D.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	187 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-01, Section: A.
Contained By:	Dissertations Abstracts International77-01A.
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707142
ISBN:	9781321815474

Teacher attitudes regarding performance-based pay.
Russ, Ronald D.

Teacher attitudes regarding performance-based pay. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 187 p.

Source: Dissertations Abstracts International, Volume: 77-01, Section: A.

Thesis (Ph.D.)--Marian University, 2015.

This item must not be sold to any third party vendors.

The political landscape of public education in Wisconsin has dramatically changed since the implementation of ACT 10 ("2011 Wisconsin Act 10," 2011). One of the drastic changes within ACT 10 has impacted districts' abilities to implement new ways of compensating and evaluating teachers. Pay-for-performance continues to be discussed as a way to compensate teachers for increasing student achievement (Murnane & Cohen, 1986; Yuan et al., 2012). Prior to ACT 10, Wisconsin public school districts were prohibited from considering possible pay-for-performance compensation models which were limited to single-salary schedules. Now, school districts, without collective bargaining, have the authority to implement pay-for-performance. However, pay-for-performance remains a new idea to Wisconsin teachers. Thus, this two part research study investigated Southeast Wisconsin teacher attitudes toward pay-for-performance. In addition, the study investigated teachers' beliefs about anticipated outcomes of pay-for-performance and possible components of pay-for-performance models. Within these frameworks, the research also explored the relationships between teacher demographics and their attitudes toward pay-for-performance. The findings saw Southeast Wisconsin teachers generally having a negative attitude towards pay-for-performance. Teachers felt that morale and teacher collaboration would be affected negatively as well as increasing stress levels. Having pay-for-performance based on individual student achievement or standardized tests was also seen as a negative. Because new legislation has changed how districts and teachers unions collectively bargain, compensate teachers, and evaluate teachers, the results of this study may well influence how Wisconsin school districts address the possibilities and realities of bringing pay-for-performance models into their districts.

ISBN: 9781321815474Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Anticipated outcomes

Teacher attitudes regarding performance-based pay.
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520 $a The political landscape of public education in Wisconsin has dramatically changed since the implementation of ACT 10 ("2011 Wisconsin Act 10," 2011). One of the drastic changes within ACT 10 has impacted districts' abilities to implement new ways of compensating and evaluating teachers. Pay-for-performance continues to be discussed as a way to compensate teachers for increasing student achievement (Murnane & Cohen, 1986; Yuan et al., 2012). Prior to ACT 10, Wisconsin public school districts were prohibited from considering possible pay-for-performance compensation models which were limited to single-salary schedules. Now, school districts, without collective bargaining, have the authority to implement pay-for-performance. However, pay-for-performance remains a new idea to Wisconsin teachers. Thus, this two part research study investigated Southeast Wisconsin teacher attitudes toward pay-for-performance. In addition, the study investigated teachers' beliefs about anticipated outcomes of pay-for-performance and possible components of pay-for-performance models. Within these frameworks, the research also explored the relationships between teacher demographics and their attitudes toward pay-for-performance. The findings saw Southeast Wisconsin teachers generally having a negative attitude towards pay-for-performance. Teachers felt that morale and teacher collaboration would be affected negatively as well as increasing stress levels. Having pay-for-performance based on individual student achievement or standardized tests was also seen as a negative. Because new legislation has changed how districts and teachers unions collectively bargain, compensate teachers, and evaluate teachers, the results of this study may well influence how Wisconsin school districts address the possibilities and realities of bringing pay-for-performance models into their districts.
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