Teacher Professionalism and Team Performance Pay: A Mixed-Methods Study

• In Event: Roundtable Session 100
  In Roundtable Session: Policy Issues Related to Teacher Compensation

Abstract

The purpose of this mixed methods research study was to explore teachers’ perceptions of their professional behaviors when they worked in schools that awarded team performance pay. Approximately 800 teachers’ archival responses from two questionnaires were analyzed using mixed methods data analysis techniques. Most teachers had positive views of the team performance pay system. Lack of collaboration has been a criticism of some individual performance pay systems; however, teachers in this study believed that the team performance pay encouraged collaboration and attendance at staff development. Findings were interpreted using the framework of collective teacher efficacy. Additional studies are needed to explore the potential impacts of various performance pay systems on professional behaviors of teachers.

Authors

• Pamela Wells, Sam Houston State University

• Julie P. Combs, Sam Houston State University

• Rebecca McBride Bustamante, Sam Houston State University