Teachers' attitudes and perceptions about pay-for-performance

• Online Access: http://hdl.handle.net/2047/d20002860

Research has consistently demonstrated that teacher quality is a dominant factor in student achievement (Goldhaber, 2009; Sommerfeld, 2011; Darling-Hammond, 1999). There has also been an increase in the call for accountability of the nation's teaching force by the general public (Firestone, 1991; Koppich, 2010). Compensation reform known as pay-for-performance has been suggested as one way to motivate teachers to improve their performance and in turn increase student achievement. The research examines the perceptions and attitudes towards pay-for-performance that exists with teachers of the East Providence Public School District. It explores the various pay-for-performance programs used throughout the United States, and it offers an opinion as to the conditions under which pay-for-performance programs might flourish as well as the types of programs East Providence teachers may find favorable. An internet based survey with closed-ended questions is used to assess the attitudes and beliefs of East Providence teachers regarding pay-for-performance. Findings are analyzed to determine which components employees believe are important in a compensation system. The research also examines the relationship between employee demographics (e.g., position title, years of employment, and grade taught) and their attitudes and beliefs about pay-for-performance. The information obtained on teachers' attitudes and beliefs will contribute to the growing body of research on alternate compensation systems and may assist East Providence school district representatives if they explore alternate compensation programs.