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Eight years ago the members of the British Columbia Schools Trustees' Association recommended to the teaching profession in British Columbia that they give serious consideration to the proposition of including merit as one of the factors in the determination of their salaries. The British Columbia Teachers' Federation, representing the teaching profession in the province, was vigorous in its opposition to merit pay schedules. The purpose of the present study is to assess the attitudes of the rank and file in the profession, as opposed to the institutional stand of the Teachers' Federation towards this issue. A study of the existing salary structures for teachers in the province showed that the teachers were paid primarily on the basis of their training and experience. An examination of the literature on merit rating pointed out that the training and experience of a teacher could not be equated with his teaching performance, as the research studies conducted indicated very low correlationships between them. The first part of the study, therefore, concluded that the teachers in British Columbia are not being paid on the basis of their teaching experience. The attitudes of the teachers towards this issue of pay based on teaching performance were then examined. Responses from 402 teachers from all levels of the teaching profession were fed into an IBM computer and the results analyzed. Slightly less than half of them (48.0%) opposed merit rating, and the rest were either in favor (39.0%) or were uncertain or did not answer (13.0%). The study, however, showed that the opposition to merit pay was greater if this meant that salaries were to be affected by double increments or super-maxima salaries superimposed on the existing salary structure. The opposition would be lesser if the merit of a teacher was being recognized by rewarding him/her with supervisory posts carrying extra allowances, granting study leave or sabbatical leave, and awarding travel grants for approved purposes. The recommendations in the concluding chapter were made on this basis. / Business, Sauder School of / Graduate

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.

Li, Ho Ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (leaves 16-18). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Related literature --- p.1 / Chapter 1.2 --- Background --- p.3 / Chapter 2 --- The model --- p.4 / Chapter 2.1 --- Set up --- p.4 / Chapter 2.2 --- The rationale for performance pay --- p.6 / Chapter 2.3 --- Performance pay with private tutoring --- p.7 / Chapter 2.4 --- Good teacher is not less susceptible --- p.8 / Chapter 2.5 --- Effect of the decreasing tutoring fee --- p.9 / Chapter 3 --- Conclusion --- p.10 / Chapter 4 --- References --- p.12 / Chapter 5 --- Appendix --- p.18 / Chapter 5.1 --- Tables showing bonus schemes across states --- p.18 / Chapter 5.2 --- Derivation for Proposition 1 --- p.18 / Chapter 5.3 --- Numerical example for Proposition 1 --- p.18 / Chapter 5.4 --- Derivation for Proposition 3 --- p.19 / Chapter 5.5 --- Numerical example for Proposition 3 --- p.19

The purpose of the study was to determine the salaries and working conditions of agricultural education teachers in the United States. To accomplish this purpose the following objectives were identified: 1. To determine the demographic characteristics of agricultural education teachers. 2. To determine the salaries, salary supplements, and monetary fringe benefits of agricultural education teachers. 3. To determine the nonmonetary benefits of agricultural education teachers. 4. To determine the major instructional and noninstructional responsibilities of agricultural education teachers. 5. To describe the work settings and working conditions in which agricultural education teachers are employed. 6. To determine the work loads of agricultural education teachers. Most agricultural education teachers reported receiving health insurance benefits. However, only a small percentage (14.7%) of respondents reported receiving fully paid health insurance for themselves and their families. In addition, fewer than one-half (41.4%) of the agricultural education teachers reported receiving fully paid major medical insurance, eye care (13.1%), dental care (20.5%), and life insurance (35.3%). Production agriculture and agricultural mechanics remain the predominant subjects taught by agricultural education teachers. However, a majority of agricultural education teachers also reported teaching agriscience. Although only a small percentage (18.8%) of agricultural education teachers advised Young Farmer chapters, most (95.8%) advised FFA chapters. Nearly all (98.4%) agricultural education teachers classified their employment status as full-time. Typically, agricultural education teachers were mployed a mean 11.3 months per year. Most (69.5%) agricultural education teachers were employed in comprehensive high schools with a mean student population of 662.4 students. Agricultural education teachers reported a mean of 6.7 periods in a typical school day and teaching load of 5.2 instructional periods per day. Nearly three-fourths of the respondents reported having one period per day allotted for planning, student visitations, or student conferences. / Ed. D.

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.

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

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.

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