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.

This study was conducted to determine what the relationship is between the employee compensation/benefit programs in Texas public school districts and the basic values and beliefs that are important to the success of the districts.

This study provides a detailed description of full-time faculty salary and fringe benefits in US public community colleges by state and by 2005 Carnegie basic classification type for the academic year 2003-2004. This classification is used to analyze data from the National Center for Education Statistics' Integrated Postsecondary Educational Data System (IPEDS). Further analysis clusters states into the following groupings: states with/without collective bargaining agreements, states with/without local appropriations, large megastates versus nonmegastates (using the methodology developed by Grapevine at Illinois State University), and the impact of California on the nation's salaries and fringe benefits. The analysis showed high level of variation of salaries paid by the type of community college (rural, suburban, and urban serving) in the US. The nation's average salary for full-time faculty was $52,598. Rural serving small institutions faculty salary was $18,754 or 45 % less than the nation's average. Salaries in colleges with collective bargaining agreement were higher than in colleges without collective bargaining agreements. Faculty teaching in suburban serving colleges with local taxation had the highest salaries, $61,822 within colleges with access to local support. Suburban serving multiple colleges in megastates had the highest faculty salary average, $64,540 as compared to $42,263 for rural serving colleges in non-megastates. California may be a state with a very high cost of living; however, that does not diminish the fact that community college faculty are among the highest paid faculty in the nation. Colleges with collective bargaining agreements, with local appropriations, and in megastates, tended to have better benefits packages for their faculty. This study includes recommendations for further research, including a recommendation that a quantitative statistical analysis be undertaken to show statistical significance in salaries and fringe benefits among collective and non-collective bargaining states, a study addressing the faculty and leadership challenges that community colleges will be facing soon should be done, and that a similar study be done that includes tribal colleges.

This study investigated the nature and impact of role-related interests on an attempt at organizational change in the school context. The change effort was an attempt to impose new teacher evaluation procedures in three elementary schools during the conduct of a pilot project. These schools implemented teacher evaluation procedures that were designed as a component of a teacher incentive program. A conceptual model guided this research. The expectation was that role-related interests would have a direct effect on the various actors' perceptions of the teacher evaluation plan. The model presented other factors that would tend to intervene between the actor's role-related interests and perceptions of the plan. These potential intervening variables were defined as: (1) experiences during the pilot, (2) interpersonal relations, and (3) assignment of ratings. The research questions for this study were defined as follows: 1. What are the role-related interests of the key actors at the school building level in the implementation of the pilot plan? 2. How are these interests related to perceptions of the plan? 3. How are perceptions of the plan influenced by experiences that occur during the pilot program? 4. How are perceptions of the plan influenced by interpersonal relations existing between key actors and significant others during the pilot program? 5. How are perceptions of the plan influenced by the actual process of assigning ratings to teachers? A multiple-case design and multiple data gathering methods were employed in addressing the problem from an organizational perspective. Collection of data was begun in the fall of 1984 and completed in the spring of 1985, spanning the duration of the pilot project, which was one school year. Data were collected through interviews, observations, and document analysis. Role-related interests were found to be related to overall initial perceptions of the plan. Those who perceived positive impacts on their own satisfactions and needs were more likely to be positively disposed toward the plan in general and more likely to feel that the plan would achieve its intended goals. The relationship between role-related interests and plan perceptions was influenced by experiences during the pilot and interpersonal relations. A change in perceptions of the plan over time was found to be related to the process of assigning ratings to teachers and to the leadership of the principal. / Ed. D.

Typescript, etc. / Digitized by Kansas State University Libraries

The problem of this study was to determine the perceived impact of the Texas Career Ladder Plan upon the motivational levels of teachers. The purposes were to determine: the impact of the Texas Career Ladder Plan as an incentive for improved job performance; the strengths and weaknesses of the current Texas Career Ladder Plan; the types of incentives that teachers believe would motivate them to perform better; and the suggestions that teachers have to modify the current Texas Career Ladder Plan. An opinionnaire was developed to obtain data pertinent to the perceived impact of the Texas Career Ladder Plan in providing incentives for improved job performance. A random sample of 500 elementary school teachers and 500 secondary school teachers was selected from the personnel rosters of the participating schools. Data from 92 percent of the subjects sampled was achieved. A descriptive analysis was used to interpret data collected in this study. The findings indicated that the Texas Career Ladder Plan has had no impact or a perceived negative impact upon the motivational levels of teachers as indicated by 14 of the opinionnaire items surveyed. There was a perceived positive impact upon the motivational levels of teachers as indicated by eight of the opinionnaire items surveyed. The most frequent suggestion as an incentive to motivate teachers was monetary and the most frequent suggestion to improve the Texas Career Ladder Plan was to improve the teacher appraisal system. It is suggested that further research be done to determine the perceived impact of the Texas Career Ladder Plan upon the motivational levels of all teachers in the state of Texas and the characteristics of the teachers that were perceived to be positively impacted.

利用“甘肃基础教育调查(The Gansu Survey of Children and Families, 2007)提供的数据，以特征工资理论(Hedonic Wage Theory)为基础，本研究建构了一个从个人特征和岗位特征两方面解读甘肃农村公办教师工资差异形成机制和潜在后果的解释框架。 / 本研究利用科学抽样的微观数据，以特征工资理论的投资假说和消费假说为基础，探讨甘肃农村教师收入差异的前因后果。运用多层线性技术对“特征的逐层分解凸显了环境结构变量对教师工资的层次性影响。研究的主要内容如下：(1)教师个人特征和教职岗位特征在工资及差异结构中的影响性质和强度；(2)工资和包括工作条件及生活环境在内的教职岗位特征在教师职业效用中的替代性及其办学成本意义；(3)地区政策与教师工资差异格局及其教育财政涵义。 / 通过对甘肃这个边远贫穷地区农村教师工资进行微观计量分析，本研究得出如下主要结论： / 教师个人特征和教职岗位特征均是工资差异来源的主成因素。个人特征和岗位特征在收入差异形成过程中分别对应特征工资理论之投资性收益和消费性补偿。一方面，个人素质越高，收入越高；另一方面，与优越的岗位环境相联系的是更低的工资收入。换言之，艰苦的条件对应补偿性工资差异。 / 工资与教职岗位环境特征在教师职业效用偏好结构中具有替代性。岗位环境与工资的替代率介于-0.03和0.05间。负值代表教师愿意接受较低的工资以换取更优越的工作环境和社区设施，即为在某优越的县(区)工作而承受的工资损失。因此，教学条件和生活环境更艰苦的边穷地区需提供等效用的经济补偿才能保证师资质量。 / 出于经济补偿的考虑，扶贫政策比边远艰苦地区津补贴方案更有效地鉴别了岗位环境的恶劣程度。贫困地区的教学条件和生活环境更艰苦，由此带来的心理负效用反映在消费性补偿中。与“贫困相联系的不良岗位属性产生的负效用折合成工资约15%。 / 结合教师偏好和地区政策，更边远艰苦或贫困地区可以通过教师工资成本指数的形式，将额外聘用成本加权到教育财政预算中，以实现均衡发展和社会公平。国贫县聘用一名同等质量的普通合格教师，边际成本高于平均水平10%。但办学成本与边远艰苦等级的关系没有固定规律：更边远的三类地区招聘一名教师的成本只相当于平均水平的74%；而二类地区则需多花3.6-11.8%的附加成本。 / 本研究的政策启示包括： / 第一，边远艰苦地区政策和扶贫政策的针对性不同。虽然边远艰苦地区津补贴政策所鉴定的县(区)地理属性可能具有重要的公共财政意义，但扶贫政策有更明显的区分度，可提供更清晰的教育财政政策启示。 / 第二，将原始资源禀赋等外部不可控因素造成的额外人员开支纳入财政方案中，并以教师工资成本指数的形式提升其预算等级，是保障各地师资配置从而实现教育均衡和机会均等的公平而有效方法。 / Based on the Gansu Survey of Children and Families(GSCF, 2007), this thesis investigates the hierarchical effects of teacher personal characteristics and teaching job attributes as determinants of wages and sources of variations from the perspective of Hedonic Wage Theory. / Based on the Hedonic Wage Theory, this study has made use of a scientific sampled micro data set to analyze teacher wage disparities in rural Gansu, which is a typical less-developed northwestern remote province in Mainland China. Hierarchical Linear Modeling(HLM) is employed to study the regional effects. Major foci of this thesis consist of: (1)The nature and strength of economic values of teacher personal characteristics and teaching job attributes. (2)The substitution between pecuniary rewards from wages and non-pecuniary benefit derived from working conditions and living amenities, and its implications for teacher personnel costs. (3)How regional policies are related to teacher wage variations and what can government do to narrow the consequential gap in education service. / The conclusions of the study include: / Both teacher personal characteristics and teaching job attributes are major determining factors of wages. Human capital components proxying higher teacher quality are positively compensated, while better daily working and living conditions are paid in the form of lower wages. In other words, hardships are associated with compensating wage differentials. / Working conditions in schools and living conditions in community where the teaching position is located are substitutable with wages. The substitution between wages and job conditions varies from -0.03 to 0.05. Negative values mean that teachers are willing to accept lower wages to work in a better-off county. It costs more for hard-to-staff regions to recruit a comparable teacher. / In consideration of wage compensations, the “Helping the Poor policy can give a better indication than the “Subsidy to Remote and Difficult Districts Scheme. Dis-utilities from uncomfortable working and living environment in poor counties cost 15% extra wage expenditures. / Accounting for teacher utility preference, disadvantageous counties classified by economic-geographic features should be financially aided based on teacher cost index(TCI) to recruit and retain quality teachers. Simulation implies that counties labeled as “poor should be provided 10% more marginal personnel budget in order to hire an average teacher who meets the basic education requirements. However, fiscal assistances based on degree of remoteness do not show consistent patterns. The most remote counties can hire a comparable teacher at a cost of only 74% of the average, while those second most remote ones pay 3.6-11.8% more. / There are two major policy implications from the results of the study: / (1)The “Subsidy to Remote and Difficult Districts Scheme and the “Helping the Poor policy have different focuses. Though the former scheme may have public-goods considerations, the latter can give a clear and differentiative policy implication for education finance. / (2)It would be an equitable and efficient way to incorporate uncontrollable external factors into a teacher wage index(TCI), and to use it to adjust education financial strategies to these difficult areas. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 馬紅梅. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 160-173) / Abstracts in Chinese and English. / Ma Hongmei. / Chapter 第一章 --- 研究问题与背景 --- p.1 / Chapter 第一节 --- 问题陈述 --- p.1 / Chapter 一、 --- 研究问题 --- p.1 / Chapter 二、 --- 研究目的 --- p.3 / Chapter 三、 --- 研究意义 --- p.5 / Chapter 第二节 --- 研究背景 --- p.7 / Chapter 一、 --- 现实背景 --- p.7 / Chapter 二、 --- 政策背景 --- p.12 / Chapter 第三节 --- 论文结构 --- p.25 / Chapter 第二章 --- 文献综述 --- p.27 / Chapter 第一节 --- 特征工资理论的内容概要 --- p.27 / Chapter 一、 --- 特征二因素主张 --- p.28 / Chapter 二、 --- 特征的双重补偿 --- p.29 / Chapter 三、 --- 职业效用最大化 --- p.32 / Chapter 第二节 --- 特征工资理论之消费假说 --- p.33 / Chapter 一、 --- 消费性补偿的工资理论 --- p.33 / Chapter 二、 --- 消费性补偿经济学分析 --- p.34 / Chapter 三、 --- 消费性补偿的现实意义 --- p.39 / Chapter 第三节 --- 教师工资特征性补偿综述 --- p.44 / Chapter 一、 --- 研究概况 --- p.44 / Chapter 二、 --- 教师特征 --- p.47 / Chapter 三、 --- 教职特征 --- p.48 / Chapter 第四节 --- 教师工资分解的研究启示 --- p.50 / Chapter 一、 --- 国外文献 --- p.51 / Chapter 二、 --- 国内文献 --- p.52 / Chapter 第三章 --- 研究设计 --- p.56 / Chapter 第一节 --- 研究方法 --- p.56 / Chapter 第二节 --- 数据描述 --- p.60 / Chapter 一、 --- 数据来源 --- p.60 / Chapter 二、 --- 样本信息 --- p.61 / Chapter 第三节 --- 变量界定与分布 --- p.64 / Chapter 一、 --- 因变量：教师月工资 --- p.65 / Chapter 二、 --- 自变量：个人特征和岗位特征 --- p.68 / Chapter 第四节 --- 研究架构 --- p.85 / Chapter 一、 --- 分析结构 --- p.85 / Chapter 二、 --- 模型界定 --- p.86 / Chapter 第四章 --- 教师工资差异的形成机制 --- p.89 / Chapter 第一节 --- 教师工资的影响因素 --- p.89 / Chapter 一、 --- 教师个人特征：主导因素 --- p.89 / Chapter 二、 --- 教职岗位特征：关键因素 --- p.90 / Chapter 三、 --- 小结：决定教师工资的双重特征 --- p.91 / Chapter 第二节 --- 基于教师个人特征的投资性收益 --- p.92 / Chapter 一、 --- 解释变量：人力资本特征 --- p.92 / Chapter 二、 --- 控制变量：个人背景特征 --- p.97 / Chapter 三、 --- 小结：教师个人特征对工资的影响 --- p.103 / Chapter 第三节 --- 基于教职岗位特征的消费性补偿 --- p.104 / Chapter 一、 --- 学校实时工作环境 --- p.104 / Chapter 二、 --- 县(区)社区人居环境 --- p.111 / Chapter 三、 --- 小结：教职岗位特征对工资的影响 --- p.117 / Chapter 第四节 --- 本章小结 --- p.119 / Chapter 第五章 --- 国家政策对教师工资的影响 --- p.125 / Chapter 第一节 --- 地区政策与教师工资 --- p.125 / Chapter 一、 --- 边远艰苦地区政策与教师工资 --- p.125 / Chapter 二、 --- 国家扶贫政策与教师工资 --- p.131 / Chapter 三、 --- 小结：边穷地区政策与教师工资 --- p.134 / Chapter 第二节 --- 地区政策的教育成本意义 --- p.136 / Chapter 一、 --- 教师人员成本指数的建构 --- p.136 / Chapter 二、 --- 边穷属性的成本指数 --- p.138 / Chapter 三、 --- 小结：边穷地区政策的教育成本意义 --- p.143 / Chapter 第三节 --- 本章小结 --- p.145 / Chapter 第六章 --- 结语 --- p.148 / Chapter 第一节 --- 主要实证结果 --- p.148 / Chapter 一、 --- 教师工资差异的影响因素：个人特征与岗位特征 --- p.148 / Chapter 二、 --- 教师工资差异的形成机制：特征性双重补偿 --- p.149 / Chapter 三、 --- 边穷地区政策与教师工资的关系：消费性补偿 --- p.151 / Chapter 四、 --- 地区政策的教育财政意义：教师工资成本指数化 --- p.152 / Chapter 第二节 --- 政策启示 --- p.153 / Chapter 一、 --- 教育财政意义 --- p.153 / Chapter 二、 --- 完善地区政策 --- p.154 / Chapter 第三节 --- 研究总结 --- p.155 / Chapter 一、 --- 研究贡献 --- p.155 / Chapter 二、 --- 研究不足 --- p.157 / Chapter 三、 --- 研究展望 --- p.158 / 参考文献 --- p.160 / 附录 --- p.160

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The purpose of this study was to analyze the differences in the criteria utilized and the criteria desired by various types of institutions for granting appointment, reappointment, merit salary increases, promotion in rank, and tenure, and to propose criteria based upon this analysis. This study reveals that institutions differ according to the criteria which they utilize and desire for appointment, reappointment, merit salary increases, promotion in rank, and tenure. For example, two-year and four-year private colleges and universities consider age, health, personal appearance, and religious activities while two-year and four-year public colleges and universities disregard religious activities and place little emphasis on age, health, and personal appearance. In addition, four-year public and private institutions stress more than two-year public and private colleges degrees from prestigious universities, research, publications, and the Ph.D. in English. Furthermore, four-year private schools give more attention than four-year public institutions to student evaluations, classroom visitations, curriculum development, academic advisement, and supervision of student activities The study also reveals that as four-year public institutions increase in size, their interest in research and publications increases proportionally.

President Barack Obama committed hundreds of millions of dollars to the Teacher Incentive Fund (TIF), yet a few fundamental questions remain unanswered—was the federal program effective? Did student test scores improve? Since the late 19th century, teachers have been paid for their classroom services regardless of how well—or poorly— their students performed. Nearly a century later, advocates of education reform continue to champion teacher compensation policies that link salary to student achievement. Researchers have identified two motivation theories that must be present in order to have a successful incentive pay program: goal theory and expectancy theory. The presence or absence of these theories, have produced mixed results at both the federal and state levels. Although the Florida Department of Education crafted its own statewide incentive pay plan, three public school districts have received multimillion dollar awards via competitive TIF grants. The purpose of this dissertation was to determine if any differences in learning gains existed between the 2008 and 2009 Florida Comprehensive Assessment Test® (FCAT® ) Math scores among the students of math teachers at one urban Central Florida Title I middle school who participated in TIF when compared to the students of math teachers who did not participate in TIF. The dissertation also analyzed FCAT® Math scores from 2005 through 2009 in one Central Florida school district to determine if any trends existed among the Title I middle schools participating in TIF; if any trends existed iv among the Title I middle schools that did not participate in TIF; and if any trends existed between the two groups when compared to each other. The literature review and results of this study found that learning gains existed among students whose teachers participated in TIF. In fact, at one urban Central Florida middle school, students of math teachers who did not participate in TIF also demonstrated learning gains. In addition, seven of the ten Title I middle schools from the same Central Florida district had increased FCAT® Math scores with the implementation of the TIF grant along with the three Title I middle school that were not eligible to participate. This research suggested that the teacher incentive program implemented in a Central Florida district had a positive impact on learning gains of low-performing students. The results of the independent-samples tests revealed that there was no statistical difference in the math scores based on participation in TIF. Students of the math teachers who participated in TIF demonstrated at least one year‘s academic growth. Likewise, the findings were similar for students of teachers who opted not to participate as learning gains increased in this group as well. As a result of these findings, recommendations for further study include end-of-the-year interviews with TIF-eligible teachers whose students had learning gains, but chose not to participate. Suggestions for additional research include surveying teachers whose students had higher scores in the absence of an incentive program, analyzing the test scores of other subject areas, and researching other school districts in Florida that were awarded the TIF grant.