Pay by Design: Teacher Performance Pay Design and the Distribution of Student Achievement

2019 ◽  
Vol 37 (3) ◽  
pp. 621-662 ◽  
Author(s):  
Prashant Loyalka ◽  
Sean Sylvia ◽  
Chengfang Liu ◽  
James Chu ◽  
Yaojiang Shi
Keyword(s):  
Student Achievement ◽  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay

Pay by Design: Teacher Performance Pay Design and the Distribution of Student Achievement

2016 ◽  
Author(s):  
Prashant Kumar Loyalka ◽  
Sean Sylvia ◽  
Chengfang Liu ◽  
James Chu ◽  
Yaojiang Shi
Keyword(s):  
Student Achievement ◽  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay

Pay by Design Teacher Performance Pay Experiment in Rural China

2014 ◽  
Author(s):  
Prashant Loyalka ◽  
Sean Sylvia
Keyword(s):  
Teacher Performance ◽  
Rural China ◽  
Performance Pay ◽  
Teacher Performance Pay

Chinese teachers’ attitudes toward performance pay: the cases of three schools

2016 ◽  
Vol 30 (6) ◽  
pp. 791-808 ◽  
Author(s):  
Shujie Liu ◽  
Decheng Zhao ◽  
Wei Xie
Keyword(s):  
Sample Size ◽  
Teacher Performance ◽  
Performance Pay ◽  
Small Sample ◽  
Equation Modeling ◽  
Future Research ◽  
Chinese Teachers ◽  
Content Type ◽  
Teacher Performance Pay ◽  
Teachers Attitudes

Purpose – The purpose of this paper is to investigate Chinese teachers’ attitudes toward performance pay. Specifically, this study examined the extent to which Chinese teachers supported performance-pay programs. The study also examined the effects of these programs on teachers, particularly on their levels of collaboration, work motivation, and job stress. Design/methodology/approach – This research was conducted in a northeastern city of China. Criteria sampling and maximum variation sampling techniques were used to select three schools, representing different characteristics of teacher performance pay (TPP) programs. In all, 150 questionnaires were administered to each of the three schools. The questionnaire contained three parts. Part 1 asked about respondents’ overall attitude toward pay-for-performance in general. Part 2 was composed of 20 closed-ended items asking respondents to rate their levels of agreement with various aspects of implementation of performance pay. Part 3 of the questionnaire comprised open-ended items. Findings – Approximately 48.5 percent of the teachers supported the teacher-performance-pay programs. This indicated a low support of Chinese teachers in comparison to that in some countries. Regarding how teachers’ attitudes toward performance pay are related to teacher characteristics (e.g. teaching experience, professional ranking), the ANOVAs results showed no significant differences in any of the factors. This quantitative result was different from the qualitative result of this study (e.g. veteran teachers complained about the implementation of performance pay). In spite of the differences between quantitative and qualitative findings, some findings from the current study are consistent with those found in western countries. Research limitations/implications – One limitation of this study was the small sample size for quantitative analyses. Future research should consider a larger sample size to conduct more advanced statistical analyses such as structural equation modeling to examine further the relations among, for example, how much the incentive pay should be, and what proportion of teachers should receive it, the level of teacher stress, their work enthusiasm, and peer relationships. Another limitation of this study was that the qualitative data were collected through open-ended questions of the questionnaire. Future research should interview teachers and principals to obtain richer voices from the teachers. Originality/value – Very few articles published in Chinese journals surveyed the implementation of TPP. In addition, these few articles were not well-designed from an empirical sense. So far research of teacher opinions about performance pay was a missing area in China’s educational discourse. The present study provides information to non-Chinese readers who are interested in Chinese teachers’ attitudes toward TPP. It is hoped the present study adds knowledge to the literature of TPP from the perspective of Chinese teachers.

scholarly journals Cross-Country Evidence on Teacher Performance Pay

2010 ◽  
Author(s):  
Ludger Woessmann
Keyword(s):  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay ◽  
Cross Country

Pay by Design Teacher Performance Pay Experiment in Rural China

2014 ◽  
Author(s):  
Prashant Loyalka ◽  
Sean Sylvia
Keyword(s):  
Teacher Performance ◽  
Rural China ◽  
Performance Pay ◽  
Teacher Performance Pay

scholarly journals Teacher Performance Pay: Experimental Evidence from India

2011 ◽  
Vol 119 (1) ◽  
pp. 39-77 ◽  
Author(s):  
Karthik Muralidharan ◽  
Venkatesh Sundararaman
Keyword(s):  
Experimental Evidence ◽  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay

Teacher performance pay: A review

2007 ◽  
Vol 26 (4) ◽  
pp. 909-950 ◽  
Author(s):  
Michael J. Podgursky ◽  
Matthew G. Springer
Keyword(s):  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay

scholarly journals Teacher performance pay: Experimental evidence from Pakistan

2017 ◽  
Vol 148 ◽  
pp. 75-91 ◽  
Author(s):  
Felipe Barrera-Osorio ◽  
Dhushyanth Raju
Keyword(s):  
Experimental Evidence ◽  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay

scholarly journals Teacher Performance Pay: Synthesis of Plans, Research, and Guidelines for Practice

2007 ◽  
Author(s):  
Herbert Heneman III ◽  
Anthony Milanowski ◽  
Steven Kimball
Keyword(s):  
Teacher Performance ◽  
Performance Pay ◽  
Teacher Performance Pay
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