Thesis PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: ABSTRACT Chapter 1 investigates teacher wages in the South African labour market, in order to ascertain whether teaching is a financially attractive profession, and whether high ability individuals are likely to be attracted to the teaching force. Making use of labour force survey data for the years 2000 to 2007 and for 2010, wage returns to educational attainment and experience are measured for teachers, non-teachers and non-teaching professionals. The returns to higher levels of education for teachers are significantly lower than for non-teachers and non-teaching professionals. Similarly, the age-wage profile for teachers is significantly flatter than it is for non-teachers, indicating that there is little wage incentive to remain in teaching beyond roughly 12 years. The profession is therefore unlikely to attract high ability individuals who are able to collect attractive remuneration elsewhere in the labour market. Chapter 2 deals with explicit teacher incentives in education. It provides a technical analysis of Holstrom and Milgrom’s (1991) multitasking model and Kandel and Lazear’s (1992) model of peer pressure as an incentivising force, highlighting aspects of these models that are necessary to ensure that incentive systems operate successfully. The chapter provides an overview of incentive systems internationally, discussing elements of various systems that may be useful in a South African setting. The prospects for the introduction of incentives in South Africa are discussed, with the conclusion that the systems in place at the moment are not conducive to introducing teacher incentives. There are however models in Chile and Brazil, for example, that may work effectively in a South African setting, given their explicit handling of inequality within the education system. Chapter 3 makes use of hierarchical linear modelling to investigate which teacher characteristics impact significantly on student performance. Using data from the SACMEQ III study of 2007, an interesting and potentially important finding is that younger teachers are better able to improve the mean mathematics performance of their students. Furthermore, younger teachers themselves perform better on subject tests than do their older counterparts. Changes in teacher education in the late 1990s and early 2000s may explain the differences in the performance of younger teachers relative to their older counterparts. However, further investigation is required to fully understand these differences. / AFRIKAANSE OPSOMMING: In Hoofstuk 1 word die lone van onderwysers in die Suid-Afrikaanse arbeidsmark ondersoek om vas te stel of onderwys ʼn finansieel aantreklike beroep is en hoe waarskynlik dit is dat mense met sterk vermoëns na die onderwys gelok sal word. Met gebruik van arbeidsmagopnamedata van 2000 tot 2007 en van 2010 word die loonopbrengs op jare onderwys en ervaring vir onderwysers, nie-onderwysers en beroepslui buite die onderwys gemeet. Die opbrengste vir hoër vlakke van opvoeding is beduidend laer vir onderwysers as vir nie-onderwysers en nie-onderwys beroepslui. Netso is die ouderdom-loonprofiel van onderwysers beduidend platter as vir nie-onderwysers, wat dui op weinig looninsentief om langer as ongeveer 12 jaar in die onderwysveld te bly. Dit is dus onwaarskynlik dat hierdie beroep baie bekwame mense sal lok wat elders in die arbeidsmark goed sou kon verdien. In Hoofstuk 2 word na eksplisiete insentiewe in die onderwys gekyk. Die hoofstuk verskaf ʼn tegniese analise van die multi-taak-model van Holstrom en Milgrom (1991) en van Kandel en Lazear (1992) se model van portuur-druk as aansporingskrag, met klem op die aspekte van hierdie modelle wat in Suid-Afrikaanse omstandighede van nut mag wees. Vooruitsigte vir die instelling van insentiewe in Suid-Afrika word bespreek, met die slotsom dat die stelsels wat tans in plek is nie bevorderlik vir die instelling van onderwysersinsentiewe is nie. Daar is egter modelle in byvoorbeeld Chili en Brasilië wat effektief in Suid-Afrikaanse omstandighede sou kon funksioneer, gegewe hulle eksplisiete klem op ongelykheid binne die onderwys. In Hoofstuk 3 word hiërargiese liniêre programmering gebruik om te ondersoek watter eienskappe van onderwysers ʼn belangrike invloed op studenteprestasie uitoefen. Met gebruik van data van die SACMEQ III studie van 2007 is ʼn interessante bevinding dat jonger onderwysers beter in staat is om die gemiddelde wiskunde prestasie van hulle student te verbeter. Verder vertoon sulke jonger onderwysers self ook beter in die vaktoetse in Wiskunde en taal as hulle ouer kollegas. Veranderings in onderwysopleiding in die laat negentigerjare en vroeë jare van hierdie eeu kan dalk die verskille in die vertonings van jonger onderwysers relatief tot hulle ouer eweknieë verklaar. Verdere ondersoek is egter nodig om hierdie verskille beter te verstaan.

This study seeks to determine the institutional uses of the formula system in twenty-two public four-year institutions of higher education in Texas. The study is limited to the areas of faculty salaries and departmental operating expenses. Particular effort is made to determine whether the methods used by the various institutions in allocating funds to academic departments are based upon the number of semester hours taught by each department and therefore upon the amount of funds the departments produce under the state formula system.

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Bibliography: pages 72-78. / Apart from its current application in the process of transformation of South Africa's education system, interestingly, the term rationalisation is absent from the international literature. The high level of impact that the economics of education has in the provision of education presupposes that, in the "Global Village", world trends and access to international financial markets to fund transformation in education will inform the national policy making process. In South Africa macro education policy is set by the National ministry. In this regard teacher I learner ratios and funding to the provinces have been set at the highest level of government. In terms of this, it is understandable that national imperatives will influence and in many cases determine provincial policy making and the implementation thereof. This study examines educator responses to the way in which the rationalisation of teacher numbers is being applied in the Western Cape Education Department (WCED). The investigation takes into cognisance the particular historical, political and social background of the Western Cape Province. In doing so this study recognises the influence that these factors have had on the way teachers view the rationalisation policies and, more importantly, their implementation. In the apartheid era education was organised, according to "race", into four different departments. Thus the Department of Education (DET) controlled "Black" education, the Cape Education Department (CED) controlled "White" education, the House of Representatives (HOR) controlled "Coloured" education and the House of Delegates (HOD) was responsible for "Indian" education. Since the number of HOD teachers in the WCED only constitutes 0,47% of the total [WCED, November 1995], they were not taken into consideration for this study. While there is a convergence of opinion by educators of the three ex departments on many issues regarding rationalisation there is also a noticeable divergence underpinned by historical difference in funding and human and physical resourcing. Conclusions drawn point to the fact that there is a general acceptance of the policy of the rationalisation of teacher numbers in the Western Cape. Yet, while this policy might promote equality of numbers, its merit as a means to assuage the demand for the equitable redressing of the injustices of the apartheid era remains questionable.

This study provides a survey of local school board members in the Commonwealth of Virginia which investigates attitudes and perceptions of merit pay for teachers. In addition, criteria considered important components of a merit pay program for teachers in Virginia are identified. Case studies of selected school systems in Virginia provide a comparison of the criteria with the characteristics of merit pay programs which are now or have been operational at sometime since 1960 in school systems in Virginia. Findings indicate that the variables of sex, educational level, occupational status, length of service on the school board, and the location of the school system served significantly effect school board member attitude and perceptions of merit pay for teachers. In addition, the case studies indicate a relationship between school board members' perceptions of merit pay and the actual operational characteristics of merit pay programs. / Ed. D.

The purposes of this descriptive investigation were (l) to construct a reliable instrument for assessing attitudes toward teaching of high school teachers, and (2) to determine if there was a difference in attitudes toward teaching between those high school teachers who were and those who were not involved in a career ladder/merit pay pilot program. Frederick Herzberg's Motivation-Hygiene Theory served as the theoretical basis for the investigation. Analysis of work motivation indicates that motivation factors may be classified in two categories, intrinsic and extrinsic. Intrinsic motivation emanates from needs within the individual. Intrinsic motivators include the following: achievement, recognition, responsibility, advancement and growth possibilities. Extrinsic motivators include the following: organizational policies, salary, working conditions, status, job security, effects on personal life, and interpersonal relations. / Ed. D.

Public school teachers have, with few exceptions, invested four or more years in higher education to prepare themselves for the teaching profession. These four years of college education can be viewed as an investment when one realizes that the teacher had to pay for that education and could have otherwise been earning an income during that time. Some teachers make an additional investment in education by earning a master's degree or a doctorate. This study looked at the practice of teachers in Virginia who decide to make the additional investment in graduate education at selected Virginia institutions of higher education. This study used econometric methods to analyze this investment in graduate education. Social benefits and costs of education were not included in the study. Private costs included both direct and indirect acquisition costs. The salary supplements paid by school divisions to teachers who hold an advanced degree were used as the private benefits. Non-pecuniary benefits were not included in the study. Net present valuation, discounted benefits and costs, benefit-cost ratio, and internal rate of return calculations were made. Data from similar studies done in other areas of graduate study and in other areas of the nation and world were reviewed. The purpose of the study was to review the practice of all school divisions in Virginia which provide a salary supplement to teachers who hold a master's degree or a doctorate, and also to analyze the costs involved in the acquisition of such degrees. The cost-benefit analysis of the teachers' investment in graduate education provides information which can be used by teachers who are considering such an investment. The analysis can also be used by those school divisions which are currently spending considerable amounts of money for such salary supplements. The cost-benefit analysis of acquiring a master's degree with a subsequent change from the classroom to an administrative position has implications for school divisions and state level policy makers. / Ed. D.

The purpose of this research study was to examine the perceptions of Virginia's elementary principals concerning the concept of merit pay for classroom teachers. The problem for investigation was: what are the attitudes of these principals toward merit pay for classroom teachers? To identify these perceptions, a fixed-response-form-questionnaire, Survey on Perceptions of Elementary Principals on Merit Pay for Classroom Teachers, was developed by the researcher. The questionnaire was designed to gather information in six areas of concern: demographics of respondents, outcomes expected if a plan were adopted, opinions for or against merit pay plans, means for evaluation of teachers, resistance expected among teachers, and the most acceptable form of plan. Reliability was established at .85. In a random selection, 300 elementary school principals (26%) were mailed surveys, 269 surveys (89.66%) were returned, 31 (10.33%) principals did not respond. An attempt was made to contact each nonrespondent by telephone to see if there were any particular reasons why the survey was not answered. Nine nonrespondents were contacted, and 8 of them indicated a lack of time as the reason for not responding. Because of the high response rate, it was felt that nonrespondents could not have biased the data, therefore, attempts to administer the survey by telephone were not made. Respondents felt that teachers would become more competitive and less cooperative. Parents would make requests that their children be placed with teachers receiving merit pay, and teacher-filed grievances would increase. Respondents believed in the concept of paying more effective teachers higher salaries, but they were reluctant to recommend the adoption of a merit pay plan. Respondents felt that principals should be the main evaluators of teachers, but they endorsed the use of teachers' peers and outside evaluators. They felt that teacher associations would oppose merit pay. Of the three forms of above-the-scale compensation defined for the study, principals surveyed felt that teachers would find differentiated staffing the least objectionable. It was concluded that, given the attitudes of Virginia's elementary principals, it is unlikely that a merit pay plan can be successfully implemented in Virginia. / Ed. D.

One hundred and twenty-two students at Virginia Tech who had completed teacher certification requirements in science and/or mathematics from 1980 to 1986 were surveyed to determine their current employment status, and if not currently teaching, then what reforms in the conditions of teaching might encourage them to return to or enter teaching. Opinions were solicited from three groups: current teachers, those who had left teaching, and those who had never taught. Data were reported in four categories: general demographics of all groups, importance of work satisfaction for all groups, modifications in the conditions of teaching necessary to entice those not currently teaching to return to or enter teaching, and opinions of current teachers on how to improve recruitment and retention of qualified science and mathematics teachers. It was determined that the general demographics of the individuals surveyed conformed to general descriptions of teachers in current literature with the exception that the parents of Virginia Tech graduates were more highly educated and tended to hold professional and semiprofessional positions in higher percentages. No significant differences were determined among current teachers, those who left teaching, and those who had never taught in regard to opinions of work satisfaction in teaching. Lack of administrative support, poor student discipline, and low salaries were factors involved with decisions not to teach. Others left teaching to raise a family. Improvements in working conditions that would encourage non-teachers to teach include improvement of student discipline, reduction of class size, removal of incompetent teachers, reduction of teacher isolation, reduction of stress, and the improvement of the physical environment. Almost 60% of individuals not currently teaching would teach if offered a suitable position. The majority of current teachers believe that raising teachers' salaries would be the most important improvement to increase recruitment and retention of teachers, however, beginning teachers' salaries compared favorably with those of individuals employed outside of education. Almost two out of three current teachers indicated they planned to leave teaching within five or more years. / Ed. D.