Incentive Pay Programs Do Not Affect Teacher Motivation or Reported Practices

Vi‐Nhuan Le · Daniel F. McCaffrey · Julie A. Marsh · Laura S. Hamilton · Brian M. Stecher · Matthew G. Springer

92 citations0/0 files storedEducational Evaluation and Policy Analysis

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School Choice and Performance School Leadership and Teacher Performance Educational Assessment and Improvement

Abstract

This study drew on teacher survey responses from randomized experiments exploring three different pay-for-performance programs to examine the extent to which these programs motivated teachers to improve student achievement and the impact of such programs on teachers' instruction, number of hours worked, job stress, and collegiality. Results showed that most teachers did not report their program as motivating. Moreover, the survey responses suggest that none of the three programs changed teachers' instruction, increased their number of hours worked or job stress, or damaged their collegiality. Future research needs to further examine the logic model of pay-for-performance programs and test alternative incentive models such as rewarding teachers based on their practices and job responsibilities rather than on student outcomes.

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1964Work and motivation 2005Teachers, Schools, and Academic Achievement 2007Peer Interactions, Relationships, and Groups 1968Toward a theory of task motivation and incentives 2006Teacher Recruitment and Retention: A Review of the Recent Empirical Literature 2002What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools 1980Rewards and Punishments as Selective Incentives for Collective Action: Theoretical Investigations 2002What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement: Insights from the Prospects Study of Elementary Schools

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