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.

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

The purpose of this study is to gain a knowledge of the salary schedule situation in the teaching profession, and to determine how this situation can be improved if teachers become interested and will furnish the leadership necessary in helping to construct schedules in the school systems.

The purpose of this study is to present a history of the progress made in advancing the welfare of teachers, to evaluate the trends in teachers' salaries over a period of twenty years, and to show the extent to which teacher retirement and teacher tenure laws have gained momentum in the United States. Recommendations for improvement will be made in cases where deficiencies exist.

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

Not available / text

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.

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.

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.