The purpose of this dissertation research was to explore the link between teacher motivation and performance-based compensation. This topic has been a controversial issue over the last decade across the country. There is a critical need for more research on teacher pay-for- performance systems, especially as it relates to motivation, student achievement, and the profession of teaching. Qualitative in design, the intent of this research study was to make meaning of teachers’ perceptions about the influence of performance-based compensation on the profession and practice of teaching. This study extends the current understanding and adds to the discussion of compensation policy as linked to teacher practice and performance. Policy makers and educational practitioners will find it crucial to continue this line of research, as it directly relates to their teacher preparation programs and training teachers to enter the twenty- first century educational workforce of standards-based performance of inputs and outcomes.
","abstract_html":"<p>The purpose of this dissertation research was to explore the link between teacher motivation and performance-based compensation. This topic has been a controversial issue over the last decade across the country. There is a critical need for more research on teacher pay-for- performance systems, especially as it relates to motivation, student achievement, and the profession of teaching. Qualitative in design, the intent of this research study was to make meaning of teachers’ perceptions about the influence of performance-based compensation on the profession and practice of teaching. This study extends the current understanding and adds to the discussion of compensation policy as linked to teacher practice and performance. Policy makers and educational practitioners will find it crucial to continue this line of research, as it directly relates to their teacher preparation programs and training teachers to enter the twenty- first century educational workforce of standards-based performance of inputs and outcomes.</p>","abstract_has_math":false,"creators":["Viscardi, Deborah"],"institution":null,"degree_name":"PhD Higher Education Leadership, Management, Policy","degree_level":"Dissertation","degree_discipline":"Education Leadership, Management and Policy","degree_department":null,"school":null,"contributors":["Eunyoung Kim, Ph.D.","Christopher Tienken, Ed.D.","Joyce Beam, Ed.D."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2014,"date_issued":"2014-10-21T07:00:00Z","date_published":"2014-10-21T07:00:00Z","updated_at":"2026-07-24T04:32:52Z","subjects":["qualitative","pay for performance","motivation","performance based compensation","teacher pay","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Human Resources Management","Social and Behavioral Sciences","Teacher Education and Professional Development"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.shu.edu/dissertations/2012","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Eunyoung Kim, Ph.D.","Christopher Tienken, Ed.D.","Joyce Beam, Ed.D."]},{"key":"dc:creator","label":"Author","values":["Viscardi, Deborah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2014-12-11T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education Leadership, Management and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["PhD Higher Education Leadership, Management, Policy"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["qualitative","pay for performance","motivation","performance based compensation","teacher pay","Education","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Human Resources Management","Social and Behavioral Sciences","Teacher Education and Professional Development"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.shu.edu/dissertations/2012"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this dissertation research was to explore the link between teacher motivation and performance-based compensation. This topic has been a controversial issue over the last decade across the country. There is a critical need for more research on teacher pay-for- performance systems, especially as it relates to motivation, student achievement, and the profession of teaching. Qualitative in design, the intent of this research study was to make meaning of teachers’ perceptions about the influence of performance-based compensation on the profession and practice of teaching. This study extends the current understanding and adds to the discussion of compensation policy as linked to teacher practice and performance. Policy makers and educational practitioners will find it crucial to continue this line of research, as it directly relates to their teacher preparation programs and training teachers to enter the twenty- first century educational workforce of standards-based performance of inputs and outcomes.
"]},{"key":"dc:title","label":"Title","values":["The Teacher Pay for Performance Phenomenon"]}]}],"canonical_facts":{"dc:contributor":["Eunyoung Kim, Ph.D.","Christopher Tienken, Ed.D.","Joyce Beam, Ed.D."],"dc:creator":["Viscardi, Deborah"],"dc:date.available":["2014-12-11T08:00:00Z"],"dc:description.abstract":["The purpose of this dissertation research was to explore the link between teacher motivation and performance-based compensation. This topic has been a controversial issue over the last decade across the country. There is a critical need for more research on teacher pay-for- performance systems, especially as it relates to motivation, student achievement, and the profession of teaching. Qualitative in design, the intent of this research study was to make meaning of teachers’ perceptions about the influence of performance-based compensation on the profession and practice of teaching. This study extends the current understanding and adds to the discussion of compensation policy as linked to teacher practice and performance. Policy makers and educational practitioners will find it crucial to continue this line of research, as it directly relates to their teacher preparation programs and training teachers to enter the twenty- first century educational workforce of standards-based performance of inputs and outcomes.
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