Summary
Educators’ compensation is based on their academic qualifications and their experience in training. As the times change and the demand for high educational performance grows, a confusion arises on how to implement the necessary changes. Educational administrators are mandated with the responsibility to affect change in their areas of specialization. The public is equally interested in better performance from the educational institutions although they are barely informed in the assessment strategies employed to gauge performance. The old system in the USA where the teachers were remunerated based on their experience and performance orientation has been recommended as a more appropriate strategy.
Plunkett (2002) suggests a change in the mindset and cultural orientation is necessary to foresee bring forth the improvement required. However, he cautions that all the stakeholders must be committed to instigating the reliance on performance measures.
The routine of remunerating teachers based on education and experience has over time proven to be ineffective for this reason; Teachers are motivated more towards acquiring higher education and more experience at teaching not for the good of the students and pupils but for the sake of getting higher compensation. If remuneration was fashioned in such a way as to encourage performance teachers would be more inclined towards influencing good performance among students. If the center of motivation is shifted from experience and education and inclined more on performance, then there is every likelihood that students would become better at school and the society would benefit from an enhanced system of education.
Education and experience are good but not if they do not generate an outcome that is beneficial to the students. It is not logical enough to pay a teacher simply because they are better educated and more experienced is such education and experience do not reflect on students’ performance.
Issue 9, Articles 9.1-9.4
Accountability and regulation of...
References
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