Date of Award

Fall 10-21-2014

Degree Type

Dissertation

Degree Name

PhD Higher Education Leadership, Management, Policy

Department

Education Leadership, Management and Policy

Advisor

Eunyoung Kim, Ph.D.

Committee Member

Christopher Tienken, Ed.D.

Committee Member

Joyce Beam, Ed.D.

Keywords

qualitative, pay for performance, motivation, performance based compensation, teacher pay

Abstract

The purpose of this dissertation research was to explore the link between teacher motivation and performance-based compensation. This topic has been a controversial issue over the last decade across the country. There is a critical need for more research on teacher pay-for- performance systems, especially as it relates to motivation, student achievement, and the profession of teaching. Qualitative in design, the intent of this research study was to make meaning of teachers’ perceptions about the influence of performance-based compensation on the profession and practice of teaching. This study extends the current understanding and adds to the discussion of compensation policy as linked to teacher practice and performance. Policy makers and educational practitioners will find it crucial to continue this line of research, as it directly relates to their teacher preparation programs and training teachers to enter the twenty- first century educational workforce of standards-based performance of inputs and outcomes.

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