Proposals for Performance Related Pay for Teachers in English Schools

Tomlinson, Harry

doi:10.1080/13632430050128327

Cited by 45 publications

(42 citation statements)

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“…Interest in PRP grew during the 1980s, stimulated by a perception that teaching standards were poor and contributing to low educational attainment (Tomlinson, 1992;2000). 3 During the 1990s, successive administrations attempted to introduce some form of PRP into state schools, but succeeded only in introducing PRP for headteachers and their deputies (Marsden and French, 1998).…”

Section: The Prp Schemementioning

confidence: 99%

Evaluating the impact of performance-related pay for teachers in England

et al. 2009

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a b s t r a c tThis paper evaluates the impact of a performance-related pay scheme for teachers in England. Using data which matches individual pupils to individual teachers, and contains both test scores and value-added, we test whether the introduction of a payment scheme based on pupil attainment increased teacher effort. Our evaluation design controls for pupil effects, school effects and teacher effects, and adopts a difference-indifference methodology. We find that the scheme did improve test scores and value added increased on average by about 40% of a grade per pupil.

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Section: The Prp Schemementioning

confidence: 99%

Evaluating the impact of performance-related pay for teachers in England

et al. 2009

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“…Only in that kind of school culture can teachers be rewarded according to the results they achieve, which will in turn raise the level of their satisfaction and motivate them to perform at their best. Whether they are financial or non-financial (recognition, influence, learning new skills, personal growth), performance-based rewards and benefits are about motivating people, and developing performance-oriented cultures (Tomlinson, 2000).…”

Section: Discussion and Resultsmentioning

confidence: 99%

The Impact of School Culture on Serbian Primary Teachers Job Satisfaction

GLIGOROVIC¹,

Nikolić²,

TEREK³

et al. 2016

HUJE

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This paper presents the results of research into the impact of school culture on teacher job satisfaction. The participants were 362 teachers from 57 primary schools in Serbia. Three dimensions of school culture (Teacher Professionalism and Goal Setting, Professional Treatment by the Administration, Teacher Collaboration) and nine dimensions of job satisfaction (Pay, Promotion, Supervision, Fringe Benefits, Contingent Rewards, Operating Procedures, Co-Workers, Nature of Work, Communication) were measured. The results indicate that all three dimensions of school culture are directly related to the job satisfaction of teachers in primary schools in Serbia, but that Professional Treatment by the Administration has the strongest influence. The teachers' gender and age were used as moderators of the relationship between the school culture dimensions and the job satisfaction dimensions. The results of hierarchical regression analysis show that the moderating effect of gender has been confirmed in two dimensions of job satisfaction: Fringe Benefits and Operating Procedures, while the moderating effect of age can be seen in four dimensions of job satisfaction: Fringe Benefits, Operating Procedures, Co-Workers and Communication. School culture has been shown to influence primary teachers' job satisfaction. Considering that school culture can be improved, it is possible to improve teachers' job satisfaction as well.Keywords: school culture, teachers' job satisfaction, primary schools, teachers' gender and age, Serbia ÖZ: Bu yazıda, öğretmen iş doyumunun okul kültürününe etkisine ilişkin araştırma sonuçlarını sunmaktadır. Katılımcılar Sırbistan'da bulunan 57 ilköğretim okulundan 362 öğretmenidir. Çalışmada; Okul kültürünün üç boyutu (Öğretmen-Profesyonellik ve Hedef Koyma, İdare tarafından Mesleki Muamele, Öğretmen İşbirliği) ve iş doyumunun dokuz boyutu (İş Ücreti, Promosyon, Denetleme, Maaş dışında Verilen Haklar, Grup Ödülleri, Çalışma yöntemi, İş arkadaşlıkları, İş niteliği, İletişim) ölçüldü. Sonuçlar, Sırbistan'daki ilköğretim okullarındaki öğretmenlerin iş doyumunun okul kültürünün her üç boyutuyla doğrudan ilişkili olduğunu göstermektedir. Ancak, İdare tarafından Profesyonel muamelesinin en güçlü etkiye sahip olduğu görülmektedir. Öğretmenlerin cinsiyeti, yaşı ve okul kültürü ile iş doyumu boyutları arasındaki ilişki moderatör olarak kullanılmıştır. Hiyerarşik geri dönüş analizinden gelen sonuçlar cinsiyetin etkisinin iki boyutunu göstermektedir. Emeklilik sigortası ve Çalışma Usulleri ile yaşın ılımlı etkisi iş tatmini dört boyutunu etkiler: Emeklilik sigortası, Çalışma Usulleri, İş arkadaşları ve İletişim. Okul kültürünün ilkokul öğretmenlerinin iş doyumunu etkilediği görülmektedir. Okul kültürü geliştirilebilir olmanın yanı sıra öğretmenlerin iş memnuniyetini de arttırıcı özelliğe sahip olduğu düşünülmektedir.Anahtar kelimeler: Okul kültürü, öğretmenlerin iş doyumu, ilköğretim okulları, öğretmenlerin cinsiyeti ve yaşı, Sırbistan

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“…However, research has mainly focused on the effect on classroom teachers West-Burnham et al, 2001;Tomlinson, 2000). An issue which might warrant some discussion in the literature, and would involve both school-based practitioners and academic writers, is the role of professional development in terms of performance management planning and review.…”

Section: Introductionmentioning

confidence: 99%