Develop the 2nd set of annotated bibliography of five peer-reviewed scholarly sources that have been published within the last five years for your final research paper. Please see the attachment that would include the research question, 1st set of annotating bibliography
Introduction and Background
Incentives has been shown to be the main motivator for employees across public sector. Yet, in the United States most the issue of teachers’ incentives has continued to raise debates often because teachers feel that they are not well compensated for their work. The remuneration received by teachers only takes into account the working hours without thinking of the extra effort that teachers make such as taking assignments to mark at home, students’ consultation time, extra hours spent writing the lesson plan among others. This work may become burdensome to teachers if they feel that their hard work is not recognized. Consequently, policy makers, politicians and pundits have often proposed reforms on teacher compensation as significant in ensuring that the teachers are well motivated. Teacher pay per performance policy could possibly satisfy the urge of such reformers.
Research Questions
The purpose of this study is to explore the relationship between teacher motivation and Merit pay for K-12 teachers. The merit pay policy is defined as compensation system that is based on four main competencies demonstrated by the teacher including knowledge; roles; market factors and performance. For the purpose of this research motivation will be defined as a psychological process that influences the behavior of teachers to accomplish personal and organizational objectives due to the promised rewards.
The main research question is:
What is the relationship between teacher motivation and Merit pay for K-12 teachers?
The independent variable for this research question is the Merit pay for K-12 teachers as it is what is manipulated. The dependent variable is the level of teacher motivation as it is what is being affected by the pay system. The sub research questions are:
What do teachers think about the current compensation policy?
In what ways does teacher remuneration influence their performance?
What conditions, according to the teachers, need to be included in the merit pay policies?
References
Springer, M. G. (2009). Rethinking teacher compensation policies: Why now, why again. Performance incentives: Their growing impact on American K–12 education, 1- 21.
Viscardi, D. (2014). The Teacher Pay for Performance Phenomenon (Doctoral dissertation, Seton Hall University).
Annotated Bibliography; Merit Pay for K-12 Teachers
Bond, T., & Mumford, K. J. (2018). Teacher Performance Pay in the United States: Incidence and Adult Outcomes.
The authors Bond and Mumford investigate the effect of performance payment on adult learning outcomes in the United States. The study involves a comprehensive collection of data set of schools that have implemented the performance payment method since 1986. The data is used to derive by race, grade and state, the fraction of students affected by the pay program in a given year and the expected years of exposure of such cohort. Their study finds out that there is a high likelihood of cohorts with more exposure to teachers under the performance payment programme to graduate from high school and be employed in high paying jobs as adults. The authors also found out that grades 1-3, as well as schools that had free and reduced lunch programs, showed much higher positive effects. The authors are based at Purdue University in the Department of Economics.
Mintrop R, Ordenes M, Coghlan E, PryorL, & Madero C, (2018); Teacher Evaluation, Pay for Performance, and Learning Around Instruction: Between Dissonant Incentives and Resonant Procedures Educational Administration Quarterly Vol 54, Issue 1, pp. 3 – 46. First Published March 1, 2017. Retrieved from https://doi.org/10.1177/0013161X17696558
The authors Rick Mintrop is a professor and director of the faculty of Doctoral Program in Leadership for Educational Equity at the University of California in Berkeley. Miguel Ordenes, Laura Pryor, Cristobal Madero and Erin Coghlan are doctoral students and members of a research team at the University of California, Berkeley. In this article, they purport that the effectiveness of a merit pay and performance management system, supported by Federal teacher incentive fund in facilitating high productivity is high compromises. The article notes the interplaying factors in merit pay programmes and concludes that they are inconclusive motivators.
Hall, D. R. (2017). Merit Pay, Teacher Job Satisfaction, and Retention: A Mixed-Methods Study.
The author Desiree R. Hall is based at Concordia University in Portland in the department of education. At the time of publishing this article, she had a doctorate of education. She employs a mixed method approach to determine the perspectives of teachers of merit pay concerning job satisfaction and retention. The study intends to fill the information gap on the link between merit pay and teacher’s productivity outcomes. The author notes that merit pay can be an important incentive in minimizing teacher attrition and increase teacher productivity and retention. This mixed-method study aims at providing feedback to stakeholders for future financial and strategic planning. The study targeted teachers in the southwestern United States, and the results revealed a significant relationship between merit pay and job satisfaction, but negatively related to teacher retention.
TLiu, S., Zhao, D., & Xie, W. (2016). Chinese teachers’ attitudes toward performance pay: The cases of three schools. The International Journal of Educational Management, 30(6), 791-808. Retrieved from https://search.proquest.com/docview/1808317216?accountid=45049
This article investigates the attitude of Chinese teachers towards the TPP performance pay strategy and how it affects motivation collaboration and job stress among teachers. The “Guidance of Implementing Teacher Performance Pay, (TPP) in K-9 Schools was implemented in China in 2008. It is a bottom-up approach enacted by the government and contrast to previous top-down policy approaches on teacher’s salary enacted by China. TPP also reflects efforts to break the communist approaches. The study is carried out in a northeastern city of China.
Barnett, J., Ritter, G., Jensen, N., & Denny, G. (2014). Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review. The Campbell Collaboration.
The author and co-authors of this article are Barnett, Joshua; Ritter, Gary; Jensen, Natan and Denny, Georg. They question the effectiveness of merit pay in retaining the more effective high performing teachers. They recognize that there are many complex issues associated with the practicality of merit pay programs, notably, the lack of uniform and clear guidelines on goals and implementation plans. This review intends to answer the questions; how do merit pay programs influence the achievement outcomes of a student and a teacher, what unique characteristics distinguish the most successful merit plans and which teacher and student cohorts benefit the most or are affected the most by merit pay programs.
References
Bond, T., & Mumford, K. J. (2018). Teacher Performance Pay in the United States: Incidence and Adult Outcomes.
Barnett, J., Ritter, G., Jensen, N., & Denny, G. (2014). Merit Pay Programs for Improving Teacher Retention, Teacher Satisfaction, and Student Achievement in Primary and Secondary Education: A Systematic Review. The Campbell Collaboration.
Hall, D. R. (2017). Merit Pay, Teacher Job Satisfaction, and Retention: A Mixed-Methods Study.
Mintrop R, Ordenes M, Coghlan E, PryorL, & Madero C, (2018); Teacher Evaluation, Pay for Performance, and Learning Around Instruction: Between Dissonant Incentives and Resonant Procedures Educational Administration Quarterly Vol 54, Issue 1, pp. 3 – 46. First Published March 1, 2017. Retrieved from https://doi.org/10.1177/0013161X17696558
TLiu, S., Zhao, D., & Xie, W. (2016). Chinese teachers’ attitudes toward performance pay: The cases of three schools. The International Journal of Educational Management, 30(6), 791-808. Retrieved from https://search.proquest.com/docview/1808317216?accountid=45049