Motivational factors of pay-for-performance plans in educational institutions: a study of select private, faith-based schools.

Abstract

In the United States there is considerable focus on the need for continuous improvement in the quality of schools, including student achievement and teacher performance. Performance-based pay has been repeatedly suggested as a way to improve teaching in school systems. Therefore, a more thorough understanding of the differences in the perceptions of teachers, administrators, and board members about motivators that could be used in performance-based reward plans can contribute to better designed plans. To this end, this study examined the extent to which educators, administrators and board members, as groups, differed in how they perceived factors that could be used to motivate teacher participation in performance-based-pay (or other reward) programs. This study involved a survey of teachers, administrators, and board members from faith-based schools in the mid-America region of the Association of Christian Schools International. Results indicated that there are differences in the motivational value these groups assigned to potential motivators that might be used in performance-based reward programs. Groups differed in the importance they assigned to school-wide (as opposed to individual) rewards, availability of leadership opportunities, public recognition, and job security. The three groups differed in the minimum amount of money each group thought would be necessary to motivate teachers to participate in a school-based reform initiative. Teachers thought they would be motivated by significantly less money than board members thought would be required. Given the differences in what factors each group thought would be most motivating to teachers, the author argues that collaboration among these groups will be essential to the design of effective incentive systems in these schools. Findings suggest that board members and administrators have different perceptions of specific motivators (than teachers) and may be inclined to use such incentives as public recognition or leadership opportunities as part of a performance-based reward program while teachers would be more likely to prefer such things as group-based incentives or additional planning time. When using financial motivators, it appears that teachers benefit by letting board members and administrators set the amount, given that they overestimate what is necessary to motivate teachers.