Current research on Career Ladder Teacher Incentive Plans indicates a need to go beyond the usual description of legislation, career ladder plans, teacher evaluation procedures and "intent" of the policymakers. This study uses a multivariate analysis of variance (MANOVA) to examine the interaction among teacher participation on a career ladder project, student achievement and teacher characteristics. Student achievement test scores over a two year period were analyzed. One group of students had teachers who participated for two years on a career ladder and the other group had teachers who did not participate the two years. One hundred forty teachers and two thousand two hundred sixty-three students in grades 3, 4 and 5 were analyzed in order to identify differences in test scores due to teacher participation. Contrasts were drawn between teachers as participants and non-participants on the career ladder, years of experience and education and their influence on how students scored on a State Mandated Norm Referenced Test, the Iowa Test of Basic Skills. Comparisons of the two groups in the study lead to some fairly consistent results. Even though there were no variables that impacted the achievement scores from a statistically significant standpoint, when the factor of "time" was defined in terms of Ladder and non-Ladder participation, the two year group showed statistically different results from the one year group. The results of this study indicate that a Career Ladder Program in the course of one year or two years would not significantly impact student achievement. However, the element of time is an important factor when looking at the potential for career ladder impact on student achievement. This factor should be considered in any quest for immediate versus long term success patterns of such plans.

This study examined the effects of a productivity-indexed pay for performance plan in a professional services firm. The new plan was implemented after productivity decreased under an existing plan. Performance of staff and senior level accountants was analyzed across three departments under a three-year baseline and a two-year intervention period. Several measures of productivity indicated that the intervention was effective in improving production, especially for employees with full annual workloads. Percentage of salaries earned in incentives was comparable for both the baseline and intervention periods. Possible explanations for trends in the data, weaknesses in the plan, and implications for future research are also discussed.

The purpose of this thesis is to explore the salary levels of college faculty.

Research thesis submitted in partial fulfilment (50%) of the Degree of Master of Commerce University of the Witwatersrand, Johannesburg, Faculty of Commerce, Law and Management – School of Accountancy 2015 / Executive remuneration has been under intense scrutiny by both investors and the media over the past 10 to 20 years because of the increasing magnitude of these remuneration packages (Otten, 2007; Sapp, 2007). This research report explores the relationship between executive director remuneration and the performance of publically listed companies (JSE) in South Africa, as well as ascertaining whether any relationship exists between director profiles and director remuneration. The study population comprised all South African companies listed on the JSE during 2014. The final sample consisted of 49 companies after the transformation of the data. A total of 708 director profiles were examined. The results of the study appeared to indicate a lack of correlation between executive director remuneration and company performance in publically listed South African companies. On the other hand, the results of the regression provided empirical support for the existence of a significant positive relationship between director remuneration and total assets. The results also illustrated that, in general, directors who are male over the age of 50 and who have served as directors for periods of between six to 10 years receive higher total remuneration compared to other classes of directors. It was also noted that race appeared not to play a role in director remuneration. Key words: Executive director remuneration, executive director profiles, company performance, ROA, Tobin’s Q / MT2017

A research report submitted to the Faculty of Management, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the degree of Master of Management. 1994 / Organisations in South Africa are. paying out millions of Rands in financial incentives to executives without ,knowing conclusively whether or not company performance actually improves as a result of financial incentive schemes. Unions, tne media, workers, politicians and others are paying increasing attention to the levels of compensation that executives receive. The question being asked is whether these levels ate really necessary. This, the first research of its mud in South Africa, surveys the views of 121 top managers, from 17 organisations using incentive schemes, on the, impact of these schemes. There is convincing evidence that they are perceived to increase motivation and company performance, build teamwork and are effective in aligning the interests of managers and shareholders. The schemes are valuable in attracting, retaining and motivating executives" Given the complexity of setting executive remuneration, it is submitted. that there be no interference in the level of incentive scheme payouts. The factor analysis yielded a four factor solution, which was interpreted in terms of the literature review and constructs in the questionnaire. The first factor revealed that incentives are a motivator and increase company performance. The) build teamwork and are effective in aligning the interests of managers and shareholders. The second factor state; that incentives should be underpinned by openness and transparency. A fundamental principle behind this is that the relevant financial position should be known by all participants. It was also stated that the whole organisation i.e, all IfNels , should be on an incentive scheme, The third factor highlighted risk aversion in these executives and that basic salary is most important. The fourth factor, locus of control, stressed the importance of the scheme to the individual personally in terms of motivation, focus, reward, retention of services and the ability to control the incentive scheme payout. 111e surprising finding was the extent to which SA executives were risk averse and just how important the basic salary is. Guidelines, based on the factor analysis, content analysis and oo:rrespohd~nce analysis conducted on the questionnaires, ate offered to the designers incentive· schemes. Without correctly designed and aggressive incentive schemes the owners oforgamsations could expect very m.ediocre, "9 to S" type of commitment from their top·management team. Incentive schemes playa vital role in the design of com.petitive remuneration systems. Their importance should not be underestimated. / MT2017

Thesis. 1978. M.S.--Massachusetts Institute of Technology. Alfred P. Sloan School of Management. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND DEWEY. / Includes bibliographical references. / M.S.

Teachers are central to improving education quality and student learning. Yet, it is common that education systems short-pay teachers. Linking the occupational choice literature, this dissertation raises concern regarding potentially large adverse effects of holding teacher wages back from broader market levels, in terms of declining teacher aptitude and reduced student learning. Using a four-part analysis, I examine and contextualize theoretical stipulations using the case of Chinese teachers. Firstly, in Part I, I establish the causal link between teachers’ human capital level and student learning outcomes, by employing student fixed-effect models to relate differences in teachers across subjects to variations in student test scores. I find statistically significant impacts of teachers holding advanced tertiary degrees on improving student learning, at 0.033 standard deviations or adding about 1 additional month of learning over a typical 9-month academic year. Secondly, in Part II, I document relative pay gaps between teachers and comparable workers using Mincer earnings function. Between 1988 and 2013, I find sharp shifts in the relative wage attractiveness in the teaching sector, such that teachers’ mean wage levels experienced 24 percentage-points reversal, at 11 percent below the private sector levels in 2013. Also, returns to holding advanced tertiary degrees in teaching is about 11 to 15 percent less than that of the private sector in years 2007, 2008, and 2013, while this difference was statistically indistinguishable in the pre-2007 period. Thirdly, in Part III, I estimate the probability of entry to teaching by different human capital traits, and find declining trends for more educated individuals overall. In 2007 and 2013, new labor market entrants with advanced tertiary degrees are 4.7 and 5.8 percentage-points less likely than comparable workers in older cohorts to choose teaching. Similar patterns continue to hold when I use alternative human capital and skills proxies. Fourthly, in Part IV, using a national representative panel dataset containing 211 matched teachers, I track career destinations and relate it to opportunity wages and non-pecuniary outcomes. In general, I find that teacher turnover rates are high at about 35 percent, half of which are exits from the education sector entirely; there also exist positive associations between opportunity wage levels and turnover decisions, but there is no evidence of non-pecuniary gains from turnovers.

Academically, this study's significance is two-fold. First, by way of comparative study, it proves the applicability of the "Political Process Model" to an authoritarian polity, provided that adjustment is made on the basis of the parameters proposed by Cook (1996). That is to say, political opportunity is rare in a closed political system and only arises in a particular "proximate environment" or a certain specific period of time. It is non-structural. Therefore the opportunity can only be measured by its functionality, which includes the diminution of the possibility of suppression and the access to the polity. In respect of the latter, this study ushers in the new concept of "leverage" to explain how those groups far from the core of power used their numerical strength to successfully challenge the authoritarian colonial government. / Secondly, in the process of sorting out the historical context of the insurgency, it has become apparent to me that since the end of WWII, the colonial government had been actively intervened in the education arena in order to achieve its total domination. Towards that end, the colonial government had laid down political and economic regulations in accordance with its political agenda, established a highly comparable legal and administrative framework. Supported by empirical data, this study casts serious doubt on the validity the political setting of "small government, big family" promulgated by the popular theory of "Utilitarian Familism". It further provisionally confirms that the institutional complex structured by the state together with the ideology of "meritocracy" actively crafted by it ought to be one of the causes of political stability in Hong Kong. The same also provides a plausible explanation of the political apathy of local teachers. / The "Certificated Teachers' Pay Dispute in 1973" ("the Dispute") was, historically the first collective insurgency of indigenous teachers as well as the first industrial action taken by local civil servants. Teachers from publicly funded schools successfully claimed their economic demands from the then colonial administration. Prima facie the subject matter of this study seems to be concerned only with the economic interest of a certain group of people. However, an in-depth inquiry brings to the fore its underlying political theme, i.e. the redistribution of power. Herein I use the "Political Process Model" as the theoretical framework and the "struggling for power" as the conceptual tool to operate the empirical data. This study also verifies that the Dispute was the confluence of two major political processes, namely (1) an unprecedented political opportunity provided by changes in the political structure, and (2) the change of indigenous organizational strength. The notion of "collective grievances" cannot provide a convincing explanation of the issues aforesaid. / The Dispute was a landmark event in local trade union movement. An in-depth investigation can unearth its deep-rooted significance and thereby throw more useful light on local social change. In addition, this study exposes the excessive instrumentality of the local education institution which I think, all educators should critically examine and resist. (Abstract shortened by UMI.) / 余惠萍. / 論文(哲學博士)--香港中文大學, 2005. / 參考文獻(p. 285-297). / Adviser: Wing Kwong Tsang. / Source: Dissertation Abstracts International, Volume: 68-03, Section: A, page: 0948. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (p. 285-297). / Yu Huiping.

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