The experience of the performance-related pay in Italy’s high school system

Purpose This paper aims to draw on data from a survey research study conducted in Italy that explored the effects of performance-related pay (PRP) among 500 high school teachers. Design/methodology/approach Survey responses studies were conducted. Findings The results are consistent with theoretical predictions that monetary incentives for activities with a strong social impact may crowd out employee image motivation. This study documents that the use of monetary incentives is neither necessary nor desirable and the pay-for-performance does not affect the intrinsic motivation of teaching staff employees. Originality/value This work advances the conversation on relative pay in the field of higher education in Italy.

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Interactive co-teaching strategies: developing effective partnerships

On the Horizon ◽

10.1108/oth-08-2017-0078 ◽

2018 ◽

Vol 26 (3) ◽

pp. 260-269

Author(s):

Carolyn Casale ◽

Stephanie Thomas

Keyword(s):

High School ◽

Teacher Education ◽

Social Studies ◽

High School Teachers ◽

University Education ◽

Education Faculty ◽

School Teachers ◽

Student Centered ◽

Content Type ◽

Teacher Education Faculty

Purpose The purpose of this study is to understand how to develop closer partnership ties among university education faculty and local high school teachers. This study consisted of a university-based teacher education faculty and a high school social studies teacher co-teaching controversial topics using interactive student-centered approaches at a high school in the southeastern United States. Design/methodology/approach A qualitative design included data sources from lesson plans, student assignments and the co-teacher’s reflection process. The theoretical frame integrates reflective practice, culturally relevant teaching and Zeichner’s hybrid space. Findings The findings of this research identified best practices for an effective co-teaching partnership between university-based teacher education faculty and social studies high school teachers. Originality/value The significance and practical implications are to develop partnerships to promote effective teaching.

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The effects of demographic variables on knowledge sharing

Library Review ◽

10.1108/lr-07-2014-0080 ◽

2015 ◽

Vol 64 (3) ◽

pp. 216-228 ◽

Cited By ~ 6

Author(s):

Henry Boateng ◽

Michael Dzigbordi Dzandu ◽

Franklin Gyamfi Agyemang

Keyword(s):

High School ◽

Knowledge Sharing ◽

High School Teachers ◽

Sampling Technique ◽

Demographic Variables ◽

Senior High School ◽

School Teachers ◽

Content Type ◽

Collection Data ◽

The Relationship

Purpose – This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature. Design/methodology/approach – The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression. Findings – The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders. Originality/value – This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.

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Transformational leadership and its impact on the job performance of high school teachers in fiscal educational institutions in the canton of Santa Elena

Universidad Ciencia y Tecnología ◽

10.47460/uct.v25i111.519 ◽

2021 ◽

Vol 25 (111) ◽

pp. 85-95

Author(s):

Nora Ordonez Sequera ◽

Jorge Garcia Regalado

Keyword(s):

High School ◽

Transformational Leadership ◽

High School Teachers ◽

Work Performance ◽

Big Bang ◽

Educational Institutions ◽

Teaching Staff ◽

School Teachers ◽

Santa Elena ◽

Estilos De Liderazgo

In the canton of Santa Elena, transformational leadership was studied and how it affects the work performance of high school teachers of public educational institutions, with the objective of knowing if it affects the functions of teachers and if this has repercussions on their low work performance or overloads the teaching staff. The research has a mixed approach under the deductive method. The fiscal institutions in the Santa Elena canton are located in the central area and have a total of six, with a total of 135 teachers. Leadership is directly related to the work performance of the teaching staff, which is evident in the fiscal educational units of Santa Elena, however, it is established that not all leaders have transformational leadership (LTF) for the performance of their duties, a situation that affects the development of the teaching staff positions. Keywords: Transformational leadership, performance, teachers, organization, educational institutions. References 1]P., Galán, Y., Baquero, and J., Ascanio, “Los roles gerenciales de Mintzberg: Una evidencia empírica en la universidad”. I+ D Revista de Investigaciones, 10(2),102-111, 2017. [2]F. G., Contreras, and E. N., Andrade. “Aportaciones teóricas significativas sobre el liderazgo carismático y transformacional”. Revista venezolana de gerencia,19(67), 456-476, (2014). [3]M., Escandón-Barbosa, and A. Hurtado-Ayala, Influencia de los estilos de liderazgo en el desempeño de las empresas exportadoras colombianas. Estudios gerenciales, 32(139), 137-145, 2016. [4]A. V. Alatorre, “Interdependencia entre el liderazgo transformacional, cultura organizacional y cambio educativo: una reflexión”. REICE. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 11(1), 73-91,2013. [5]R., Hernández-Sampieri, C., Hernández-Collado, and P., Baptista-Lucio, Metodología de la investigación. Capítulo 9 Recolección de datos cuantitativos, 2014. [6]M., Acevedo-Manuelo, and A., Lizarzaburo-Pedraza, Gestión del capital humano y el desempeño laboral en trabajadores de empresas de negocio de Lima, 2019. [7]E. S., Santa Bárbara, and A. R., Fernández. “40 Años de la teoría del liderazgo situacional”: una revisión. Revista latinoamericana de psicología, 42(1), 25-39,(2010). [8]J. Bazzani-Gaviria, and D. Villalobos-Torres “Liderazgo de Rango Total”: revisión teórica del modelo (Doctoral disertación, Universidad del Rosario).2014 [9]A. Matas, “Diseño del formato de escalas tipo Likert: un estado de la cuestión”. Revista electrónica de investigación educativa, 20(1), 38-47, 2018. [10]M., Romero. Los estilos de liderazgo y los estilos de pensamiento en los directivos de Instituciones Educativas. BIG BANG FAUSTINIANO, 8(4), 2020.

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Measuring Teacher Buy-in for the Texas Pay-for-Performance Program

Frontiers in Education ◽

10.3389/feduc.2021.729821 ◽

2021 ◽

Vol 6 ◽

Author(s):

Jaehoon Lee ◽

Michael Strong ◽

Doug Hamman ◽

Yifang Zeng

Keyword(s):

High School ◽

School Districts ◽

Educational Reform ◽

High School Teachers ◽

Discriminant Validity ◽

Pay For Performance ◽

Test Theory ◽

Critical Component ◽

School Teachers ◽

Texas School Districts

Teacher buy-in is a critical component for the success of any educational reform, especially one involving evaluation and compensation. We report on an instrument developed to measure teacher buy-in for district-developed designation plans associated with a state pay-for-performance (PFP) program, and teacher responses. We used modern test theory to investigate the instrument’s psychometric properties, a procedure often missing from research reports of self-designed surveys. A sample of 3,001 elementary, middle school, and high school teachers in Texas school districts participated in the survey. Our results suggest satisfactory reliability of the instrument and adequate discriminant validity in measuring distinct but related aspects of teacher buy-in. In addition, we found that teacher support for PFP as instantiated in their particular districts was generally high, but still buy-in levels varied significantly among different teacher groupings, pointing the way for future developers of pay-for-performance schemes to improve or maximize their acceptance.

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The Important Level and the Results to Create Motivations for High-school Teachers in Middle North of Vietnam

VNU Journal of Science Education Research ◽

10.25073/2588-1159/vnuer.4500 ◽

2021 ◽

Author(s):

Nguyen Tan

Keyword(s):

High School ◽

High School Teachers ◽

High School Principals ◽

Educational Program ◽

School Principals ◽

Management Model ◽

Teaching Staff ◽

Educational Effectiveness ◽

School Teachers ◽

Human Management

Motivations for high-school teachers have been implemented for research in 4 provinces of Middle North of Vietnam including Thua Thien Hue, Nghe An, Thanh Hoa and Quang Tri. The research is based on Amabile and Kramer’s Progress Theory, together with human management model of Harvard; the additional measurements being questionnaires, interviews, data analysis and process to evaluate the state of creating motivations for teachers of high-school principals, which include 5 managerial contents: investigating the benefits of related parties, implementing suitable management methods, selecting policies to manage teaching staff, evaluating the results improved by teachers, evaluating career development of teachers, educational effectiveness and social development. Those contents are recognized by managing staff and high-school teachers, yet the results have been medium or above medium although those contents are highly important. Thereby, the theme indicates 5 methods to create motivations for high-school teachers to improve their working motivations in the context of implementing high-school educational program 2018.

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