The major intent of the study was to analyze the professional preparation levels of Indiana public school certificated personnel from 1965-1966 through 1974-1975 for discernible trends and attendant economic effects, if, in fact, such trends and effects existed.Multivariate analysis of variance was utilized to analyze trends in the professional preparation levels of certificated personnel in 303 Indiana public school corporations for three variables: (1) the state as a whole; (2) three geographic regions; and (3) three wealth categories. The F-ratio for multivariate test of equality was utilized to test the significance of trends, and a Pearson Product Moment Correlation was utilized to verify that relationships did exist among the variables.The overall fiscal impact of the changing mix of preparation levels for the ten-year period was identified by multiplying the 19741975 mean, salary for each of six levels of professional preparation by the number of personnel at each level for each year of the ten-year Period. The resulting products were summed and differences computed. The fiscal impact associated with increased preparation levels was isolated by holding mean salaries and years of experience constant at 1974-1975 levels and the total number of personnel at 1974-1975 levels, with the mix of preparation levels permitted to vary by relative annual percentages for each year of the ten-year period.The findings of -the study indicated that the percentage of personnel with a bachelors degree as the highest degree held decreased from 55.88 percent in 1965-1966 to 35.91 percent in 1974-1975 while the percentage of personnel with a masters degree increased from 38.53 percent to 61.13 percent. The mean years of preparation per FTE certificated personnel increased from 4.l166 to 4.555. A very highly significant difference (.0001) was found in the mix of preparation levels of personnel across the ten-year period. Constant, linear and quadratic relationships were significant at the .05 level or above. Significant differences were not found among trends in the preparation levels for three selected geographic regions and for three selected wealth categories across the ten-year period.The following conclusions were drawn from the study:1. A very strong linear trend exists in increased preparation of Indiana public school certified personnel.2. Although the slope of the trend in increased professional preparation does not differ among northern, central and southern regions, the southern region has a slightly lower mean level of preparation than either the northern or central region.3. The slope of the trend in increased professional preparation does not differ for the three wealth categories; however certificated personnel in high wealth corporations have a slightly higher level of preparation than personnel in medium wealth corporations, and personnel in medium wealth corporations have slightly higher levels of preparation than personnel in low wealth school corporations.4. A total of approximately $156.6 million in total salary cost increases would have occurred during the ten-year period if mean salaries were the same for all ten years as in 1974-1975. 5. An estimated increase of $42.92 million or approximately 27.4-percent of the total increase, measured in current dollars, is the direct result of increased preparation levels of certificated personnel if the total number of personnel were the same for all ten years as in 1974-1975.6. At current trends of increases in preparation levels of certificated personnel, approximately four dollars per pupil in 1974-1975 dollars can be expected as an increased annual operating cost as a result of increased preparation levels of certificated personnel. Such a value will compound with inflationary increases.The strong increase in the percentage of personnel with masters or higher degrees with an accompanying decrease in the percentage of personnel with a bachelors degree provides an indication that state-mandated professional improvement has resulted in increased preparation levels of certificated personnel. A major portion. of the fiscal impact of increased preparation levels of certificated personnel can be attributed to a state mandate of increased professional certification standards.

The problem of this study was to determine if educationally, politically, and economically viable alternatives to the single salary schedule for teachers exist in the eight largest school districts in Texas. After a review of the literature, a questionnaire was developed designed to obtain views of superintendents, school board members, randomly selected principals, teachers, and PTA members in the eight school districts on these issues: whether a multi-factor teacher salary schedule should be developed; which factors should be included in such a system; what amount of monetary compensation should be awarded for each factor; and if teacher job performance is a factor, what criteria should be used to evaluate teachers and who would conduct the evaluations. Analyses of the data were conducted according to the following demographic variables: school district; position, sex, and ethnicity of the respondents; whether the respondents owned homes in the school districts; and whether the respondents had children enrolled in the district schools. The results were presented for the respondents as a whole and according to the various demographic variables.

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.

The immediate purpose of this thesis is to show incomes and current living costs of teachers by geographical areas and to draw justified conclusions based upon statistical data regarding necessary and desirable teachers' salaries. Since the survey made by the Bureau of Business Research, University of Texas, included such widely separated cities as Corpus Christi, Austin, Tyler, El Paso, Lubbock, and Abilene, the different sections of the state are well represented.

This research sought to answer the question:"To what extent is the merit pay system at a state-supported university consistent with selected tenets of operant conditioning?" The population for this study consisted of one state-supported institution of higher education in the Commonwealth of Virginia that has a merit pay system. Nine department chairmen and six faculty members (two per academic rank--assistant, associate, and full professors) from the nine departments were randomly selected and interviewed. Two structured interview schedules were developed by the investigator to elicit the characteristics and perceptions of the current merit pay system in order to assess the extent to which the six tenets of operant conditioning were being applied in the merit pay system. In analyzing and presenting the results, the findings were presented according to general salary policy, demographic data and salary information, and the objectives of the study. The major findings of this study were: 1. The University does have a merit pay policy stated in the Faculty Handbook, but the investigator did not find evidence of a systematic procedure for determining faculty salary increases. 2. The department chairmen were better informed of the merit pay policy and procedures than the faculty members. In fact, faculty members were not familiar with the procedure for allocating merit increases. 3. A merit pay system was preferred by the majority of the department chairmen and faculty members over alternative salary policies. 4. The merit pay system at the University was not consistent with selected tenets of operant conditioning. 5. There were a limited number of rewards other than merit pay at the university that the department chairmen and faculty members believed were important. Some of the rewards that they considered important were tenure, promotion, reduced load, travel money, graduate or student assistant, release time, and good teaching schedules. Some rewards they desired to have at the University were parking space, free tuition for family, sabbatical leave, travel money, and release time. / Ed. D.

For the past two decades pension funds, and more specifically teacher pension funds, have experienced a rapid growth and an increased importance in the national and regional economies of the United States. The primary purpose of this study was to provide a descriptive examination of the legislative changes in the 50 state teacher retirement systems and the h relationship of these changes with selected state demographic variables over the fifteen-year period of time from July 1, 1969, to June 30, 1984. The research questions that guided this study were: 1) What are the existing characteristics of the 50 states; teachers retirement systems and selected state demographic variables? 2) What are the changes over a 15-year period of time of the 50 states; teacher retirement systems and selected state demographic variables? 3) What are the projected changes in the 50 teacher retirement systems? 4) What are the relationships between the following pairs of variables; a) change in retirement systems and change in state . variables, b) change in state variables and projected change in retirement systems, c) changes in retirement systems and projected changes in retirement systems, d) current retirement systems and projected change in retirement systems, and e) current demographic variables and projected changes in retirement systems? A survey instrument, designed to statistically explore the relationship of selected demographic characteristics with legislative changes in the 50 teacher retirement systems, over the fifteen-year period of time was administered nationally. The population for this study was the 50 state teacher retirement systems. Selected individuals representing systems were surveyed for specific factual information. The rate response from the 50 states was 100%. Statistical methods used to classify and summarize the numerical data were cross-tabulations and frequencies. Pearson r and Spearman Rho correlation statistics were used to determine relationships between pairs of variables. / Ed. D. / incomplete_metadata

The purpose of this study was to compare negotiated and non-negotiated salaries, salary-related benefits, and salary rankings of Tennessee K-12 instructional personnel, during the school year 1977-1978 through 1980-1981. An ancillary purpose was to determine what changes in those costs and rankings had occurred after the Education Professional Negotiations Act was implemented on January 1, 1979. A time-series design was used to historically describe and compare changes in the salaries, benefits, and rankings over a pre-contract era and a contract era. Average teachers' salaries, minimum state salaries, local supplements, retirement and social security, insurance, total basic costs, and average teacher's salary rankings were the variables compared between 34 sample contract and non-contract school districts of similar size (ADA enrollment) and wealth (total value assessment per pupil). It was concluded from principal findings that in the 34 Tennessee school districts: (1) Negotiations favored the average teacher's salary, (2) negotiations did not favor the average teacher's minimum state salary, (3) negotiations favored the average teacher's local supplement, (4) negotiations favored the average teacher's retirement and social security, (5) negotiations favored the average teacher's total basic cost, (6) negotiations favored the average teacher's paid insurance provisions, and (7) negotiations appeared to decentralize salary ranked school districts. Recommendations were brought forward from the study’s implications. / Ed. D.

Zhang Yanfeng. / Thesis submitted in: November 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 144-147). / Abstracts in English and Chinese. / Abstract --- p.i / Acknowledgement --- p.iii / List of Tables and Figures --- p.v / Chapter Chapter 1 --- Introduction --- p.1 / Chapter Chapter 2 --- Pay-by-position System: Incentive Reform at the Case University / Chapter 2.1 --- Background of the Pay-by-position Scheme --- p.6 / Chapter 2.2 --- Chronology of the Incentive Change --- p.9 / Chapter 2.3 --- Institutional Characteristics of the Pay-by-position System --- p.11 / Chapter 2.4 --- Summary --- p.16 / Chapter Chapter 3 --- Analytical Framework and Literature Review / Chapter 3.1 --- A Brief Introduction to the Theory of Tournament --- p.21 / Chapter 3.2 --- A Simple Model of Homogeneous Two-contestant Tournament --- p.22 / Chapter 3.3 --- Implications under Multi-contestant and Multi-position-level Situation --- p.26 / Chapter 3.4 --- Status Quo of Existing Research --- p.28 / Chapter 3.5 --- Summary --- p.30 / Chapter Chapter 4 --- Empirical Models and Hypotheses / Chapter 4.1 --- Measurement of Key Variables --- p.33 / Chapter 4.2 --- Incentive Effect on Teaching --- p.41 / Chapter 4.3 --- Incentive Effect on Research --- p.48 / Chapter 4.4 --- Sorting Role of the Pay-by-position System --- p.54 / Chapter 4.5 --- Summary --- p.56 / Chapter Chapter 5 --- Data Presentation and a Preliminary Analysis / Chapter 5.1 --- Survey and Data Processing --- p.57 / Chapter 5.2 --- Description of Data --- p.61 / Chapter 5.3 --- A Preliminary Probe into Data --- p.68 / Chapter 5.4 --- Summary --- p.74 / Chapter Chapter 6 --- Empirical Analysis and Estimation results / Chapter 6.1 --- Incentive Effect on Teaching - Evidence from the Full Instructor Sample --- p.99 / Chapter 6.2 --- Incentive Effect on Research - Evidence from the Selected Sample of Responsible Professors --- p.106 / Chapter 6.3 --- Sorting Role of the Pay-by-position System - Ordered Probit Estimation --- p.114 / Chapter 6.4 --- Summary --- p.116 / Chapter Chapter 7 --- Conclusion --- p.140 / References --- p.144

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.