While
researching for my position paper, I came across a study called “Incentive Pay
Programs Do Not Affect Teacher Motivation or Reported Practices.” The
researchers in this study surveyed teachers who were part of the following
incentive pay programs across the nation: Project on Incentives in Teaching
(POINT), Team Incentives (PPTI), and School-Wide Performance Bonus Program
(SPBP). Although the three programs differed in program design, they all
rewarded teachers on the basis of student achievement gains.
By interviewing
the teachers, the study aimed to address important questions regarding merit
pay programs- a) did teachers find incentive programs to be motivating? b) In
response to the implementation of the programs, did teachers report changes in
their practices or their working conditions?
Interestingly, the
researchers found that teachers who participated in this study did not find their
incentive programs as motivating, did not have high expectancy that their
personal efforts would lead to student achievement gains, and did not see the
opportunity as worthy of changing their behaviors. Thus, all three incentive
programs had little impact on teachers’ instructional practices.
Before reading
this article, I considered the absence of credible teacher evaluation systems
to be a major barrier to incentive pay programs. Although this may be true,
this article made me realize that teachers’ acceptability of reform is critical
to success of all merit pay programs. If the ultimate goal of merit pay
programs is to increase teacher effectiveness and student outcomes, then more
attention needs to be given to factors that contribute to the lack of changes
in instruction among teachers who participate in merit pay programs. First, it
is important to examine why teachers lack motivation to achieve program goals.
Second, it is important to not undermine teachers’ intrinsic motivation and
existing accountability pressure, which may have stronger motivational effect
on teachers than financial incentives. Third, and most importantly, it is
critical to realize that teachers might not be equipped with the knowledge and
skills required to improve student achievement. In other words, teachers in
these incentive programs were not necessary lacking in motivation, but may have
lacked resources. The teachers may have done best to improve student
achievement if there were additional professional development or other capacity
building mechanisms added to the merit pay program.
In conclusion, even though it is important that
there has to be more studies examining and comparing the benefits of
traditional salary system and merit pay plans, it is equally important to
consider redesigning of other components of already existing merit pay plans.
Article: Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices : Results From Three Randomized Studies
1 comment:
I too researched merit-based pay for my paper. However, I looked at performance pay through the lens of teacher retention, rather than teacher motivation. Similarly, I found research supporting the fact that the majority of teachers are not motivated by merit-based pay. Teachers don't "do it for the money," teachers work hard for the students.
I think that one of the strongest points you make is that teachers "were not necessary lacking in motivation, but may have lacked resources." In my final paper, I discussed the importance of building stronger mentorship programs for new teachers and better school climates if we want to keep teachers in schools. As many of us know, it's incredibly hard to stay motivated with unsupportive administrators, colleagues and a poor/negative school culture. To motivate (and retain) teachers, we need to shift the focus of school reform to bettering work environments in schools.
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