Risk and Reward: Perspectives on the Implementation of Kentucky's School-Based Performance Award Program

Abstract

This study provides a qualitative analysis of the Kentucky school-based performance award program. The study suggests that teachers were motivated by the program to modify teaching approaches to enhance student performance. The program also appears to have created relatively high levels of stress among teachers. Teachers and principals at six award-winning Kentucky schools reported attitudes and behaviors consistent with expectancy theory, goal-setting theory, and contingency theory.

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