Improving teacher compensation : an exploration of teacher attitudes

Burks, Robyn Like most industries, education is facing a staffing and retention crisis, especially during this post-pandemic climate. Hiring and retaining teachers to work with the most at-risk, low-performing students and at hard-to-staff schools intensifies the educator drought and professional deluge. As the challenge to staff schools grows increasingly alarming, schools need to implement sustainable measures to address this concern. Some districts use financial incentives and performance awards to attract and retain teachers; however, these methods do not have the same impact when first introduced. Using a qualitative approach, the aim of this dissertation is to understand why financial incentives are not gaining the expected traction in recruiting efforts to motivate educators to work in districts that reward teachers for working with low-performing, at-risk, and/or rural or hard-to-staff schools. Existing research highlights programs but does not address current inhibitions that lessen attraction and retention. This study will bridge the gap between existing research and prevailing attitudes toward pay-for-performance (PFP) programs that reward stellar instruction provided to low-performing, at-risk students and hard-to-staff or rural campuses and districts.

Grantor dc:publisher

Alverno College

Year dc:date

2023

Author dc:creator

• Burks, Robyn

• Teacher turnover
• Teachers--Salaries, etc.
• Merit pay
• Performance pay
• Incentive pay
• At-risk
• Low-performing

Statement dc:rights

• These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law.

Language dc:language

English

Repository record dc:identifier

https://alverno.omeka.net/items/show/902

OAI identifier oai:identifier

oai:alverno.omeka.net:902