...SHOULD TEACHER PAY BE TIED TO STUDENT PERFORMANCE? Akkuzu, N. (2014). The Role of Different Types of Feedback in the Reciprocal Interaction of Teaching Performance and Self-efficacy Belief. Australian Journal of Teacher Education, 39(3). Retrieved from http://ro.ecu.edu.au/ In this article, the purpose of this study was to explore the role of feedback based on self-efficacy belief sources in the reciprocal interaction of teaching performance and self-efficacy beliefs. A single case study design was employed to address and began to bridge the gap in our understanding of the relationship between feedback, self-efficacy belief and teaching performance. The data for this study were collected in the form of semi-structured interviews from 6 volunteer 5th-grade chemistry student teachers. The data was analyzed based on an inductive analytical approach. The results indicated that different types of feedback based on self-efficacy belief sources directly affected the student teachers' self-efficacy beliefs and teaching performance. It may be concluded that different types of feedback provided key paths for student teachers to better understand their own developing teaching performance and that of other teachers. I agree with Akkuzu’s with the role of different types of feedback in the reciprocal interaction of teaching performance and self-efficacy belief. Because, due to the data that was analyzed based on an inductive analytical approach...
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...Name: Institution: Performance pay also called merit pay can be defined as a system that remunerates its employees in relation to an assessment of individual performance and how well one works. Such systems basically are meant to align employees’ individual effort to the goals and objectives of the organization. Hence it is a reward to individual employees whose tasks have been considered to be above the set standards of an organization or above average. In cases and situations where the output produced or sales produced by an employee are hard or difficult to be empirically determined, performance pay is most applicable; for examples in the teaching profession. In cases of performance payment, individual performance is usually reviewed regularly through a process called performance appraisal. Performance appraisal helps in establishing and identifying if the set objectives and standards are in line with the performance results. Generally, performance pay is usually rewarded on basis of performance results rather than on the time worked, (Council, 2011). Performance pay for teachers has been quite a subject of contention in many places and especially in the USA. Performance pay is meant to compensate teachers based on a set of performance standard and does not consider a teacher’s level of education or the level of experience gained. Hence, the more outstanding results a teacher produces from the students, the more the teacher is to be paid. Merit pay does not necessarily...
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...Teacher Merit Pay Systems No matter how smart the student is, the efforts and quality of the school they are in, and the efforts and quality of the teacher that is instructing them has a very large influence on how well they will produce in school. If these factors have such a large influence on children’s ability to perform on standardized and non-standardized tests, both teachers and schools should be properly devoted to the children. This is where the idea of merit pay systems comes in. Merit pay systems reward the teachers with salary raises and reward schools with increased funds when their students do well or significantly improve. This process is made to encourage teachers to bring out the best in their students, and when they are properly influenced, it would seem that good results would be produced. The problem with merit pay systems in today’s schools, is that no one has found a “one size fits all” model for a merit pay system. Some systems have had success in some regions, while similar systems have failed in other regions. Merit systems have not worked in the past as well as they should have, this research paper will identify the failed programs, the problems behind those failed programs, the correct way to execute a merit pay system, and what the intended results can be if merit pay systems work to perfection. One of the first merit pay systems came about when British educators realized they needed to change the education system to yield better results. In his...
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...Effects of Merit Pay on Job Satisfaction I should start out by mentioning the fact that no employee at the school corporation that I work for has received a raise in the last five years. Recently the school corporation has decided to give everyone a merit raise based on the previous year’s performance evaluation instead of employee tenure. I have heard many employees carrying on conversations with other staff members about how upset they are that the raise is based on past performance instead of how long they have been employed at the school corporation. This had led me to want to discover how merit pay affects a teacher’s job satisfaction. I am not a teacher however, I am the schools registrar and I will also receive my raise based on my previous year’s performance evaluation. It has always been my past experience that typically raises are based on performance no matter where I have worked. Using Evidence-based Human Resource as presented by Rousseau and Barends (2011) I will attempt to present my findings on how merit pay affects a teacher’s job satisfaction. Summary of Rousseau and Barends (2011) Article The article by Rousseau and Barends (2011), presents us with an overview of the decision-making process called Evidence-based Human Resource (EBHR). “EBHR is a decision-making process combining critical thinking with use of the best available scientific evidence and business information” (Rousseau & Barends, 2011). Rousseau and Barends (2011), maintain that Human...
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...COMPETENCY-BASED PAY Overview: This chapter looks at pay based on competencies, the knowledge, skills, and abilities that make employees valuable to an organization. INTRODUCTION The distinguished Management educator, Ed Lawler, in an article looking back at the dot-com era and its implications for the future of Compensation Administration concludes that this era "accelerated an inevitable move from focusing on paying individuals for the job they do to paying individuals for the skills knowledge and competencies they have."1 This is not the only article that states that paying for the person would replace paying for the job in the future. There was a whole rash of articles in the late 1980's to the mid 1990's that carried the same theme. It is significant that since then there has not been more attention paid to this idea. Competency pay is a fancy term given to the idea of paying for the person rather than the job. In fact, very few compensation plans pay for only one thing. As discussed in the first chapter of this text, pay can be based upon the job, the person or their performance, and most systems are combinations of all three. The real questions are which one will be the base platform for the other two and what weight will each have in the decision of how much to pay the individual. The past chapter focused upon a compensation system based upon the job. In the chapters that follow this one, we will examine how factors relating to the person and to his or her performance help...
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...efore exploring knowledge- and skill-based pay or performance pay as an alternative teacher compensation strategy, it must be clearly understood that this strategy is not "merit pay" under a new name. Individual performance-based pay systems, or merit pay, traditionally have evaluated teachers against one another for a fixed pool of funds. The aim has been to identify and reward the "best" teachers with additional pay, although the determination of "best" often was subjective and based on non-existent or vague criteria. In contrast, skill-based pay rewards teachers for attaining and being able to use knowledge and skills valued by the school, district or state, such as the ability to teach all students the mathematics promoted by the National Council of Teachers of Mathematics or the ability to diagnose individual student's learning needs and to provide instruction targeted at those needs. Skill attainment is judged against a predetermined, clear-cut standard. A skill-based pay system does not create competition among teachers because all have the opportunity to develop the skills. It also signals the type of skills the school wants its faculty to acquire and use. Skill-based pay systems, thus, focus individual skill development on the knowledge and skills necessary for the organization to accomplish its goals. A knowledge- and skill-based pay system can more directly relate a teacher's compensation to acquisition and demonstration of specific and skills than the current...
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...through collective bargaining. One of the biggest union forces in the United States is the teachers union. With almost close to 5 million members nationwide, the teachers union is one of the most powerful unions. Through collective bargaining, problems have been created for the public school system which takes place at local school districts; rules have been imposed to create ineffective forms of organization at schools. The rules that are currently in place by collective bargaining are also creating a big disconnection with many public schools, that being the interest of the children. The teachers union is one main role players that is behind the organized education system of the United States. So, why are the public schools systems in the United States failing? The answer can be complicated a one, one of the reasons why the public school system is broken is due to the collective bargaining through the teachers union. Collective bargaining has made great impact on student achievement, as a result, the teacher unions have often used their political power to block or weaken major education reform efforts, efforts that would expand school choice for many students and parents. School districts that engage in collective bargaining only promote job interest for teachers. The collective bargaining with teachers union does not promote an effective way for students to succeed in the classroom. Teachers are the most important people in children’s lives, their role is significant when it comes...
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...Is linking student feedback forms to individual lecturers' pay a means of enhancing teaching excellence or a disastrous prospect? I think if we put ourselves in the shoes of the teachers, our answers will differ from if we were outsiders, research in this area shows that students judge lecturing and teacher’s performances not just based on content and academic values but also based on personal feelings, race, grudges and gender. In my opinion, it’s a disastrous choice to put the teachers’ pay in the hands of the students, because students don’t really understand the value and the impact of their feedback, specially spoiled kids, who has protective powerful parents. Teachers will start losing jobs at this point because their destiny is in the hands of their students. Most teachers would agree to have less salaries with more job security, better benefits, adequate materials and facilities, and being legalized to do what they were trained to do and teach, using up to date, proven methods, instead of being under the pressure of having some kid control their pay check. a. Specify realistic and measurable performance criteria or performance indicators. 1. To me the biggest performance indicator is what have the students learned from the class, however am not talking about the entire student but the majority of them, because some students, no matter how much effort you put into teaching them, still they don’t learn anything. 2. Teacher’s preparation and knowledge. 3...
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... | |Case study: The Pay-for-Performance Program among Denver Teacher Hits a Roadblock | | | | | |[pic] | |By Umar, Fitri and Claudia | |10.04.2012 | 1. Analyzing the Denver Public School’s pay-for –performance plan to motivate teachers it appears that while the school district has good intentions their plan is a bit short-sighted and has caused conflict between the two of the three major parties, the school district and the teachers’ union, while hurting the third and most important party, the students. Looking closely at the school district and the teachers’ union point-of-view, it becomes apparent that when implementing a new motivational program, it is very important to analyze...
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...moving quickly into new markets, so he began to group executives into cross-functional teams. Chambers figured that putting together managers in sales and leaders in engineering, say, would break down traditional silos and lead to faster decision making. Not all Cisco executives felt the same way. "It took seven years, and the first three years were bumpy," says Rivelo. Chambers has said that as many as 20% of Cisco's executives couldn't handle working with unfa-miliar colleagues; some were irked by the new compen-sation structure, which is tied to teamwork. Rivelo is part of a nine-person council that the com-pany created to replace its chief development officer, who departed in December 2007. Some 70% of Rivelo's compensation is based on the...
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...Running head: ACTION INQUIRY RESEARCH PAPER- MERIT PAY Action Inquiry Research Paper- School Finance Jennifer Ponton Grand Canyon EDA 535 July 01, 2012 Action Inquiry Research Paper- School Finance Statement of the Problem This past spring thousands of teachers protested at the Louisiana State Capital to prevent Louisiana lawmakers from passing an educational reform bill proposed by Governor Bobby Jindall that would change the face of public education in Louisiana forever. Many superintendents and school personnel were relieved of their professional responsibilities on the days they protested hoping that they could sway the governor and the lawmakers from passing the bill. The bill was passed even without the support of many educational leaders and lawmakers in Louisiana. The laws passed by Louisiana lawmakers read like a conservative education reformer’s wish list. Teacher tenure in Louisiana after three years of employment was eliminated and replaced with teachers receiving a “highly effective rating for five out of six consecutive years of teaching. Back to back “ineffective rating will result in a teacher being fired. Seniority will no longer be a dominant factor in layoff decisions. In fact most decisions involving teacher employment and pay will now be the responsibility of both the principal and the superintendent of school. Before Governor Jindall’s reform plan it was the responsibility of the local school board. The reform proposed by the governor...
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... INDIAN INSTITUTE OF MANAGEMENT, AHMEDABAD "What drives school teachers towards better performance? - Findings from Qualitative interviews" Motivation Teachers are the focal point of knowledge dissemination anywhere in the world. A teacher discharges various roles in a society besides assisting learning in the classroom – that of a motivator, nurturer, critic, life coach, leader and a continual learner herself. During the course of her lifetime, a teacher touches multiple lives and engenders positive externalities in the community through her students and herself. Her role becomes all the more important in the context of primary and secondary education as development of a child’s personality takes place during her early years and a great deal of that development is built on learning that happens at school. It is the teacher who creates an environment conducive for learning. Learning takes place by constant engagement of both student and teacher. While the student’s engagement is for her own good, the teacher needs to engage in the heterogeneous learning needs of students she teaches, has taught or is connected to. That requires constant, untiring efforts on the part of the teacher. Edwards, Gandini and Forman (1998) describes optimal teaching to be a complex, delicate, multifaceted task, involving many levels and calling for much expertise and continuous self-examination. Given the pivotal role a teacher plays in the society it is imperative to understand the factors that...
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...Pay for Performance through Strategic Planning Introduction Because studies have shown time and again that pay represents one of the most important factors involved in retaining qualified employees, it is little wonder that there has been a great deal of attention focused on how best to compensate employees for their performance in recent years. Moreover, because employee performance and productivity is inextricably related to organizational profitability, these issues have assumed new relevance and importance in the current economic environment. There have been some mixed reviews concerning pay-for-performance approaches to enhancing employee performance, though, that suggest there is more involved than simply throwing money at top performers. Despite these constraints, many authorities suggest that pay-for-performance programs have a lot to offer organizations seeking to identify better ways to improve employee performance. In this regard, Miller, Hildreth and Rabin (2012) note that, “Individual incentives have a central role to play in the success of most conceptual schemes related to performance. Such plans, while very difficult, have large possibilities; seemingly insurmountable obstacles can be overcome if the emphasis moves to the employee's relative needs for power, affiliation, and achievement” (p. 230). These are tall orders for any human resource manager and an organization’s leadership, though, and the fact remains that measuring individual performance is a complicated...
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...Problem Solution: Foundation Schools MMPBL/510 Problem Solution: Foundation Schools Foundations Schools is the largest provider of special needs education in the United States (UOP scenario, p. 1). There are three campuses, serving about 1000 students, increasing about 5% a year, but the board believes that number could be higher and has “adopted a new strategy that uses business development as the model to increase funding sources and revenue” (UOP, scenario, p. 1). They have outlined a three year program plan, with several new projects; however, they have developed some issues with formulating some aspects of the plan, because of the lack of strategic planning. The Foundation Schools wants to implement successfully the projects outlined in the business plan over the next two years. The implementation and process will need to satisfy the school’s mission and strategic plan for growth in both student population and revenue. The school’s faculty, board of directors and administration must be open to change and have the talent and resources to put these changes in motion. Successful program management creates both the structure and practices to: A. Guide the program and provide senior-level leadership, oversight, and control. B. Strategically, it encompasses the relationship between the oversight effort and the organization’s business direction. C. Foundation Schools will need to encompass the decision-making roles and responsibilities involved...
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...Chicago Public School teacher strike is a complex problem for each stakeholder. City officials, principals, teachers, parents and children all voice their frustrations and positions regarding the teacher strike. The strike was positioned as Emanuel vs. Lewis, but Lewis was contending with a union that installed her in order to take a more active stance and Emanuel’s plan, at least from publicly, was similarly aggressive. Inevitably, Emanuel and Lewis would meet. Consensus is that the CTU won, but Lewis admits that the actual contractual gains are unsatisfactory to her and the union. CTU came through over two decades of insufficiently strong (for the membership's desires) leadership, and Lewis took over after a major power shift. The teachers union expect that in the course of a couple of years that the union would change its internal stance and that by electing a competent head achieve all its goals in an anti-union environment during a period of austerity, all while contending with a figure like Rahm Emanuel. CTU positioned itself for future battles, such as school closings, and fighting attempts of the mayor to eliminate unions, close to up 120 and open charter schools with non-unionized teachers. Delegates for the Chicago Teachers Union filed a 10 day strike notice on August 29, 2012 and the strike was official Monday, September 10, 2012. Now, one week after the new school year start the city experienced its first teachers strike in 25 years...
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