Thesis (Ed.D.)--University of West Florida, 2009. / Submitted to the Dept. of Curriculum and Diversity Studies. Title from title page of source document. Document formatted into pages; contains 116 pages. Includes bibliographical references.

This paper highlights the background and purpose of pay from the economic perspective as well as issues and concerns encountered by organizations when implementing the PRP (Performance-Related-Pay) scheme. Amongst the issues and concerns of implementing a PRP scheme, active participation of employees, a fair employees performance appraisal system and a constructive communication channel are some of the important criteria to be considered for an effective PRP scheme. / The paper also describes the advantages and disadvantages of PRP schemes for the consideration of readers. The research showed that the advantages of implementing a PRP scheme include productivity improvement and increases in employees motivation level. The disadvantages of such a scheme would be undue emphasis on individual performance and additional workload for the management. / It describes a competency model which may be replicated by organizations during the implementation of a PRP scheme. / Trade union leaders expressed their frustrations in terms of unwillingness of the employers to disclose financial information and the lack of fair and effective employees performance appraisal systems.This paper also includes PRP related cases established by the Malaysian Industrial Courts for the information of the readers. This paper does not provide any methodology for implementing PRP schemes. However, it offers readers some insights into PRP schemes for further research / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 398-418). Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 398-418). Also available online.

Thesis (Ph. D.)--University of Chicago, Department of Education, December 2000. / Includes bibliographical references (p. 253-259). Also available on the Internet.

Thesis (M.S.)--Cornell University, August, 2008. / Includes bibliographical references (leaves 48-56).

Thesis (M.P.A.)--University of Hong Kong, 2003. / Includes bibliographical references (leaves xxx-xxxv). Also available in print.

Master of Engineering

The purposes of this study were to identify factors commonly used in teacher merit pay plans, to compare perceptions of administrators and teachers concerning these factors, and to determine the elements that should be used in a teacher merit pay plan. A review of the literature was conducted to identify factors commonly used in teacher merit pay plans. A questionnaire was utilized to gather data pertaining to the perceptions of administrators and teachers concerning these factors.

Federal, state, and local government agencies are promoting merit pay systems that are tied to student achievement. The main problem facing governments, school districts, and educators is that money is hard to come by in the current market and choosing where to spend merit pay monies to receive a maximum rate of return on the investment realized in increased student achievement is difficult to determine. This study did explore the student achievement results of third, fourth, and fifth grade state certified, graduate degreed, and National Board Certified teachers in Brevard and Seminole County Public Schools as compared to those of other teachers within and across these schools. The goal of this study was to determine the effectiveness of state certified, graduate degreed, and National Board Certified teachers. For this study teacher effectiveness was defined by their students' Lexile Framework for Reading scores from the 2008-2009 school year. The hypothesis is that the Lexile Framework for Reading data demonstrated that there was a statistically significant difference between the learning gains of the students between groups. Overall, the findings indicate that there was a statistically significant difference between the learning gains of the students between groups; however, that change could not be attributed to the factor of teacher category. Specific teacher education levels or certifications did not make any difference in the learning gains as measured by the Scholastic Reading Inventory (SRI), among 3rd, 4th, or 5th grade students in Brevard or Seminole County Public Schools.