Date of Award
2015
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this study was to investigate whether teacher motivation has been impacted by performance pay in Indiana public schools. The study examined the differences in perceptions among teachers by position type, certification, years of experience, school socioeconomic status, school accountability grade, and district geographic location. Based on the overall findings, performance pay has not influenced the motivation of teachers in the public schools in Indiana. Performance pay has not contributed to an increase in motivation for teachers to change or perform their work. However, when the specific demographic categories were analyzed, slight differences were found. First, there was a significant difference in motivation based on position type. Secondary teachers possessed a higher motivation score influenced by performance pay than elementary teachers and specialEducation teachers. Second, there was a significant difference in motivation based on years of experience. Teachers at the beginning of their careers had a more favorable attitude toward performance pay than those with greater seniority. Third, there was a significant difference in motivation based on school accountability grade. Teachers who work in schools with accountability grades of A had lower motivation scores than those with an accountability grade of B or D. Last, there is no significant difference in motivation scores based on school socioeconomic status or district geographic location.
Recommended Citation
Marcotte, David E., "Performance Pay And The Impact On Teacher Motivation" (2015). All-Inclusive List of Electronic Theses and Dissertations. 1427.
https://scholars.indianastate.edu/etds/1427