Abstract
The purpose of this mixed methods research study was to explore teachers’ perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Teachers’ archival responses from two questionnaires were analyzed using mixed methods data analysis techniques (Year 1, n = 368; Year 2, n = 649). Most teachers had positive views of the team performance pay system. Lack of collaboration has been a criticism of some individual performance pay systems; however, teachers in this study believed that the team performance pay encouraged collaboration and attendance at staff development. Findings were interpreted using the framework of collective teacher efficacy. Additional studies are needed to explore the potential impact of various performance pay systems on professional behaviors of teachers.
Recommended Citation
Wells, Pamela; Combs, Julie P.; and Bustamante, Rebecca M.
(2012)
"TEACHER PROFESSIONALISM AND TEAM PERFORMANCE PAY: A MIXED METHODS STUDY,"
Administrative Issues Journal: Vol. 2:
Iss.
2, Article 13.
Available at:
https://dc.swosu.edu/aij/vol2/iss2/13
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