In teaching, however, much of this is expected -- before and after school tutoring, evening performances, weekend events, out-of-pocket expenses for supplies and materials not covered in the budget (See: Johnson, 2004).
Thus, while still presenting the overall debate from the public administration, governmental, and even sociological (parental, community) views, the proposed study will focus on specific views and attitudes that teachers' hold towards a pay for performance concept. The study will examine current and proposed legislation adopting such a compensation package, as well as a qualitative evaluation of the efficacy of such programs within the 21st century educational climate. The study will quantitatively analyze the data based on demographic and psychographic indicators such as age, gender, ethnicity, teaching level, education level, length of time teaching, subject area, demographics of the school and classroom, classroom level, type of school (public, private, etc.), community (rural, suburban, urban), areas of specialization, and previous experience.
Qualitative measurements will include initial focus groups designed to establish robustness and relevance of questionnaire, surveys distributed to reasonable geographic areas, and follow up interviews as time allows. The data will then be quantitatively cross-tabulated to find statistical commonalities, with attitude ranges codified to allow for greater ease of analysis. Every attempt will be made to establish a broad enough sample group that will account for a reasonable distribution of variables. Unfortunately, while a longitudinal approach would be useful, it is not within the scope of this study. Finally, besides analyzing general attitudes towards pay for performance, the study will examine, based on the data collected, the most appropriate and realistic alternatives that will both enhance student learning and provide greater fiscal rewards for teachers (See: Johnson and Papay, 2010).
Research Questions-
Overall Hypothesis: Most teachers' do not view the pay for performance compensation model based on standardized test scores to be viable or indicative of student learning or teacher performance.
1. What is the overall attitude towards the basic paradigm of tying teacher compensation levels to student performance on standardized exams in the core...
Self-Efficacy: A Definition Social Cognitive Theory Triangulation Data analysis Teacher Self-Efficacy Problems for the researcher Data Analysis and Related Literature review. Baseline Group Gender Deviation Age Deviation Comparison of data with other literature in the field. Everyday Integration Efficacy, Self-esteem, Confidence and Experience Barriers to use Integration paradigm. Co-oping and Project design. Organizational Climate Teacher Integration Education. Meta-evaluation of data and related literature. Data Analysis and Comparison Recommendation for Further Research Data Review Report Teacher efficacy in the classroom is facilitated by a number of different factors for different professions. However,
3.4 Finally, I am interested in whether or not there is a trickle-down effect from leftist or rightist politics style at the provincial and federal levels. 1.3 Objectives 1.3.1 There are two major objectives for this research. The first is to compare the level of motivation among secondary school teachers under the Vancouver British Columbia School District in Canada by their socio-demographic and organizational factors. My hypothesis in advance of investigating this is
In the work entitled: "Idaho Standards for Blended Early Childhood Education/Early Childhood Special Education Teachers" stated is that: "The characteristics of development and learning of young children are integrally linked and different from those of older children and adults. Listed as 'Standard One' is "Knowledge of Subject Matter" explained as the teacher understanding the "central concepts, tools of inquiry, and structures of the disciplines taught and creates learning experience
Teaching Journal Today being a productive teacher is more challenging than ever. Children are much more used to varied classroom approaches, with the Internet, computers and other electronic equipment becoming the norm. Gone are the days when students sit quietly in their seats while the teacher stands and does mathematics on the chalkboard and reads from a textbook. I believe I am well prepared to meet this educational challenge. I know it
The ultimate goal is to increase student achievement by improving the hiring process by adding another layer of screening, namely teacher efficacy. The following aims will support the ability to achieve these goals. Aim 1: To evaluate the association between full and part time faculty regarding the characteristic of teacher efficacy. Hypothesis One: Part-time teachers sampled will report statistically lower teacher efficacy scores than will sampled full time faculty in business
There are three types of commitment: Affective (the employees identify themselves with organizational goals and stay within an organization because they want to); Continuance commitment - employees stay because they have to stay, they cannot afford to leave; Normative - employees stay because they feel obligated to do so; they ought to stay. However, the types of commitment I will foster in an organization with touristic profile would be
Our semester plans gives you unlimited, unrestricted access to our entire library of resources —writing tools, guides, example essays, tutorials, class notes, and more.
Get Started Now