Sedan 2000-talets början har avkastningen på icke-kognitiva förmågor ökat på arbetsmarknaden till följd av bland annat skill-biased technological change. Grupper som besitter höga icke-kognitiva förmågor bör därför gynnas på arbetsmarknaden. Givet att ett antal studier finner evidens för att kvinnor har högre icke-kognitiva förmågor än män, undersöker uppsatsen i vilken grad detta återspeglas i kvinnors relativlön. Syftet är att se om kvinnor gynnas av att avkastningen på icke-kognitiva förmågor har ökat i termer av att deras relativlön har ökat. För att undersöka detta tillämpas en regressionsanalys med fixa effekter på en komunpanel, där två olika mått på icke-kognitiv förmåga förekommer. Måtten grundar sig i mönstringsdata respektive O’net-data (Occupational information network). Effekten på kvinnors relativlön studeras under tidsperioden 2008–2018 samt 2014–2018 för Sveriges samtliga 290 kommuner. Resultaten uppvisar ett negativt samband mellan ökad efterfrågan på icke-kognitiv förmåga och kvinnors relativlön, vilket innebär att när efterfrågan ökar så minskar kvinnors relativlön. / Since the beginning of the 21st century, there has been a surge in the returns to non-cognitive abilities in the labor market, due to the influence of skill-biased technological change. This has led to a preference for groups with higher non-cognitive skills in the labor market. In light of some studies revealing that women exhibit greater non-cognitive skills than men, this study aims to investigate whether this phenomenon translates into a corresponding increase in women’s salaries, thus examining whether women are beneficiaries of the amplified returns to non-cognitive skills. To achieve this objective, a fixed-effects regression analysis is employed, using two different metrics to assess non-cognitive capacity, across one municipal panel. The research examines the effect on women's relative salaries from 2008–2018 and 2014–2018, encompassing all 290 municipalities in Sweden. The results demonstrate a negative association between increased demand for non-cognitive skills and women's relative salaries, indicating that as demand increases, women's relative salaries decrease.

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.

This study was designed to discover which merit pay evaluation and implementation factors were considered important by members of the Florida Teaching Profession - National Education Association (FTP-NEA). Comparisons were made of opinions within various subgroups (district size, position within organization, sex, race, age, years teaching, highest degree earned, assignment, secondary assignment). The sample included the State Board of Directors, the Board of Directors of the United Faculty of Florida CUFF-university personnel), and FTP-NEA members in two-thirds of the local affiliates. All districts with support personnel groups were included. The questionnaire was comprised of merit pay factors which were cited most often in the literature, and factors being considered for Florida's State Master Teacher Program. The instrument included 15 evaluation and 25 implementation factors. Questionnaires were distributed by local affiliate presidents. The UFF board and state FTP-NEA board members were surveyed by mail. The results of 662 surveys were analyzed, using a Chi-square test for each factor for each subgroup within the sample. Respondents felt most strongly that "teaching experience/number of years teaching" and "administrator observations/evaluations" should be used as evaluation criteria in a merit pay plan. They were most opposed to "standardized teacher test scores" and "standardized student test scores," both "by school" and "by teacher." They agreed strongly with several of the implementation factors, including "each teacher should ahve access to his/her own records" and "an evaluation instrument should stress performance on the job in the assigned area." They were strongly against the use of a quota, extra pay for tecahers in shortage or alternative areas, and the involvement of business persons and legislators in planning a merit pay system. There were several Chi-square tests which produced valid, significant differences among various subgroups. Significant differences were evidenct in 26 cases for evaluation factors, and 14 cases for implementation factors. The largest numbers of significantly different opinions were in the categories of "sex" (10 factors) and "assignment" (8 factors). There were no significant differences among respondents with various seconday assignments and one significant difference between black and white responses.

The purpose of this study was to investigate the impact of size of performance pay increases on employee perceptions critical to the success of merit pay programs. Perceptions investigated in this study included: 1) instrumentality, 2) expectancy, 3) performance appraisal administration, 4) performance appraisal content, 5) trust in city management, 6) pay communication, and 7) importance of pay. It was hypothesized that individuals who received above average performance pay increases would exhibit significant positive changes toward perceptions of interest while individuals who received below average performance pay increases would exhibit significant negative changes toward perceptions of interest. / Master of Science

In this study, I explored the different perceptions of teachers in a large urban school district in Texas towards a pay-for-performance program used on their respective campuses between 2011-2016. In total, 97 teachers from four different middle school campuses participated in this study. A descriptive analyst was conducted on teacher responses to an online survey to answer the research questions examined in this study: 1) What are teachers' perceptions of the pay-for-performance program's impact on teacher motivation?, 2) What are teachers' perceptions of the pay-for-performance program's impact on teacher retention?, and 3) What are the differences among teachers' perceptions of the pay-for-performance programs on the participating campuses? The results indicate 48.3% and 53.4% of the participants perceive pay-for-performance programs as having a positive impact on teacher motivation and teacher retention, respectively. Additionally, the results demonstrate 47.5% of participating teachers responded positively towards the pay-for-performance program on their respective campuses. This study has implications for policymakers and school district leaders who may consider implementing teacher pay-for-performance programs. Future research studies might explore school districts of different sizes throughout Texas and across the United States to gain a broader prospective of pay-for-performance programs.

Gendered organizational conditions create the context for persisting differences between men and women in the workplace. Within, higher education, this manifests as a salary gap between male and female faculty members. The academic capitalistic policy environment creates the conditions for increasing competition for external funding, especially in the areas of research and science and engineering. The change in the academic climate may sustain or intensify the gendering of universities as organizations. Universities with the highest level of research activity were chosen for this study and formed the 130 public institution sample. This study used fixed effects panel regression analysis to explore the relationship between the faculty gender salary gap and institutional emphasis on research as well as science and engineering. In addition, the relationship between institutional emphasis and the faculty gender salary gap was explored over time with the inclusion of a time trend and temporal interaction terms. Results showed that the higher the percentage of female faculty members, the greater the faculty gender salary gap for assistant professors. In addition, science and engineering emphasis over time had a significant impact on the professor salary gap with a decreasing effect both at the mean and one standard deviation above the mean, but with an increasing effect on the salary gap for institutions one standard deviation below the mean. When taking action to increase gender equity, it is important for universities to recognize that the faculty gender salary gap occurs in an organizational context impacted by institutional-level conditions.

In this work, we concern ourselves with particular topics in Polish space theory. We first consider the space A(U) of complex-analytic functions on an open set U endowed with the usual topology of uniform convergence on compact subsets. With the operations of point-wise addition and point-wise multiplication, A(U) is a Polish ring. Inspired by L. Bers' algebraic characterization of the relation of conformality, we show that the topology on A(U) is the only Polish topology for which A(U) is a Polish ring for a large class of U. This class of U includes simply connected regions, simply connected regions excluding a relatively discrete set of points, and other domains of usual interest. One thing that we deduce from this is that, even though C has many different Polish field topologies, as long as it sits inside another Polish ring with enough complex-analytic functions, it must have its usual topology. In a different direction, we show that the bounded complex-analytic functions on the unit disk admits no Polish topology for which it is a Polish ring. We also study the Lie ring structure on A(U) which turns out to be a Polish Lie ring with the usual topology. In this case, we restrict our attention to those domains U that are connected. We extend a result of I. Amemiya to see that the Lie ring structure is determined by the conformal structure of U. In a similar vein to our ring considerations, we see that, again for certain domains U of usual interest, the Lie ring A(U) has a unique Polish topology for which it is a Polish Lie ring. Again, the Lie ring A(U) imposes topological restrictions on C. That is, C must have its usual topology when sitting inside any Polish Lie ring isomorphic to A(U). In the last chapter, we introduce a new ideal of subsets of Polish spaces consisting of what we call residually null sets. From this ideal, we introduce an algebra consisting of what we call R-sets which is consistently a strict extension of the algebra of Baire property sets. We show that the algebra of R-sets is closed under the Alexandrov-Suslin operation and generalize Pettis' Theorem. From this, we provide new automatic continuity results and give a generalization of a result of D. Montgomery which shows that minimal assumptions on the continuity of group operations of an abstract group G with a Polish topology imply that G is actually a Polish group. We also see that many results pertaining to the algebra of Baire property sets generalize to the context of R-sets.

For the domain of compensation structure, the three factors extracted from the alternative bases for paying teachers including differential pay, competencies pay and teach load pay are significant predictors of their retention tendency. / For the domain of working conditions for teachers, the results show that the classroom teaching conditions and the school support are two extracted factors that have predictive effects on the retention tendency of English subject teachers in Hong Kong. / Teachers and teacher salaries are the two major scarce resources in the provision of education. Teacher shortage problems are common and have been a concern in nearly all countries. High teacher attritions other than retirement have called public and government attention in enhancing retention of teachers as a way to solve teacher shortage problems. The shortage of teachers varies with subjects and levels. In Hong Kong, the shortage of quality English teachers has long been a social concern because of the importance for its citizen to attain high English proficiency levels to maintain the competitiveness as an international city. / The predictors in the personal variables domain are: Major in English, professionally trained and taking professional development programmes. (Abstract shortened by UMI.) / The purpose of this study is to investigate the predictors affecting the retention tendency of inservice English teachers in Hong Kong secondary schools from the labour economics perspective with a quantitative survey. Through a more thorough understanding of the predictors affecting their retention tendency, policies can be formulated with a view to enhancing the retention of English subject teachers. The survey was carried out in September, 2002. Questionnaires were sent to 111 publicly funded secondary schools in Hong Kong. A total of 490 completed questionnaires have been collected from an estimated sample size of 1332 English subject teachers in Hong Kong secondary schools. The response rate is 36.8%. / The results show that three domains of predictors: compensation structure, working conditions and personal variables affect the retention tendency of English teachers to continue teaching English. The variance explained by the whole model is 0.211. / Ko Kwok-wai. / "July 2003." / Adviser: Yue Ping Chung. / Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2391. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (p. 294-313). / Available also through the Internet via Current research @ Chinese University of Hong Kong under title: The effects of compensation structure and working conditions on the retention tendency of English subject teachers in Hong Kong secondary schools (China) / 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 dissertations and theses, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in English and Chinese. / School code: 1307.

The purpose of the study was to explore the lived experiences of nurses on the implementation of occupational specific dispensation (OSD). Qualitative research using hermeneutic phenomenology was conducted in the three selected public hospitals in the Umgungundlovu district in KwaZulu-Natal (KZN). Data was collected by means of in-depth interviews with professional nurses, enrolled nurses and nursing assistants and focus group discussions with nurse managers purposively selected at the public hospitals in the Umgungundlovu district. Parse’s extraction synthesis analysis of data was done and seven (7) themes emerged from the participants’ dialogical conversation exploring the experiences of the implementation of OSD. The findings suggested that nurses viewed OSD as unfair labour practice because it divided nurses; there are those who grossly benefitted and those who benefitted less. The researcher concluded that the study will assist the authorities in the department of health both nationally and provincially to review OSD for nurses and close the gaps identified during the implementation as they were the pilot group. / Health Studies / M.A. (Health Studies)

The purpose of the study was to explore the lived experiences of nurses on the implementation of occupational specific dispensation (OSD). Qualitative research using hermeneutic phenomenology was conducted in the three selected public hospitals in the Umgungundlovu district in KwaZulu-Natal (KZN). Data was collected by means of in-depth interviews with professional nurses, enrolled nurses and nursing assistants and focus group discussions with nurse managers purposively selected at the public hospitals in the Umgungundlovu district. Parse’s extraction synthesis analysis of data was done and seven (7) themes emerged from the participants’ dialogical conversation exploring the experiences of the implementation of OSD. The findings suggested that nurses viewed OSD as unfair labour practice because it divided nurses; there are those who grossly benefitted and those who benefitted less. The researcher concluded that the study will assist the authorities in the department of health both nationally and provincially to review OSD for nurses and close the gaps identified during the implementation as they were the pilot group. / Health Studies / M. A. (Health Studies)