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.

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.