Browsing by Subject "Teacher pay for performance"
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Item School superintendents’ perceptions of teacher pay for performance programs(2018-04-25) Kirkpatrick, Kellye Diane; Olivárez, Rubén; Bukoski, Beth Em; Sharpe, Jr., Edwin R.; Jabbar, HuriyaThere has been a renewed interest by local, state, and federal entities in teacher pay for performance programs. Billions of federal dollars have been given to states and school districts to develop programs to reward high-quality teachers based on student academic achievement test scores. Despite mixed-outcomes in data in the current literature, districts continue to develop and implement teacher pay for performance plans. School superintendents’ voices have been absent from the current discourse in the pay for performance literature. School superintendents are uniquely situated to provide valuable insight of their perceptions of teacher pay for performance programs they have implemented in their respective districts. This study was approached from a qualitative, phenomenological lens used to describe superintendent perceptions of teacher pay for performance programs. The research conducted attempted to answer the following questions: 1. How do superintendents perceive teacher pay for performance programs in their districts? 2. How have superintendents’ perceptions changed throughout the pay for performance program implementation? 3. How do superintendents determine the success of teacher pay for performance programs in their districts? 4. For superintendents, what is the essence of experiencing a pay for performance program? This study followed a qualitative, phenomenological research to gain an understanding of the perceptions of participants who all experienced the same phenomenon (Creswell, 2013), in this case, leading a school district that has adopted a pay for performance structure designed to recruit and retain teachers. Interviews with superintendents who had participated in the implementation of a district teacher pay for performance program were the primary data sources. Analysis included open coding procedures using qualitative data analysis software. Documents and member checks were used to triangulate data. Findings from this study could be used by school districts that might be contemplating implementing pay for performance programs.Item Teacher incentive allotment : rewards and outcomes(2023-08-21) Ramos, Xóchitl Tanya; Reyes, Pedro, 1954-; Cruz, Paul; Reyna, Sylvia; Brown, GradyneRecruiting and retaining teachers is of utmost importance for ensuring student achievement, and increasing teacher productivity has been addressed by pay-for-performance programs. The purpose of this program study was to evaluate the effectiveness of the Teacher Incentive Allotment (TIA) program in Urban Independent School District (UISD) in Texas, as defined by the program’s attainment of its three stated outcomes: (a) reward teachers for effectively increasing student performance using valid and reliable measures; (b) recruit people to the teaching profession; and (c) retain high-performing teachers at high need campuses. The research design was a mixed methods convergent parallel approach and allowed for qualitative and quantitative data to be collected concurrently. The context, input, process, and products (CIPP) program evaluation model was applied to the TIA program. The TIA program’s effectiveness was measured using quantitative methods to compare student achievement data between teachers who were TIA designated and non-designated. The qualitative methods were applied through document analysis of reports available in the public domain and focus group interviews on measuring the UISD principals’ and teachers’ beliefs and attitudes about the TIA program. The quantitative findings showed the TIA designated teachers as demonstrating statistically significantly higher student achievement with a large effect size over the non-designated teachers. However, no relationship could be identified between the implementation of the TIA program and teacher retention at UISD. The focus group data yielded three overarching themes: (a) communication, (b) fairness, and (c) emotional response. Several subthemes emerged between the teacher focus groups and the principal focus groups for the first two overarching themes. Communication contained the subthemes of (a) understanding of the program, (b) recognition of designated teachers, (c) teacher support, and (d) confusion. Fairness contained the subthemes of (a) alignment, (b) testing, and (c) T-TESS evaluation inconsistencies. The theme of emotional response emerged from the participants’ perceptions of fairness and lack of communication. Both policymakers and educational leaders of other districts can benefit from the findings regarding UISD’s TIA program evaluation by implementing the recommendations seen in Chapter 5 that could increase TIA program effectiveness.