This study investigated teachers’ perceptions of a teacher performance-pay initiative. Despite implementing a performance pay initiative at the beginning of the 2015-16 school year, the target school district had not investigated teachers’ perceptions of the initiative. The researcher included a convenience sample of 54 teachers who worked at a Title 1 elementary school located in the southeastern United States. This applied dissertation used a descriptive survey research design. The researcher found Pre-K, kindergarten, and Grade 1 teachers were slightly more supportive of performance pay initiatives than Grade 2, Grade 3, Grade 4, and Grade 5 teachers (TPPP difference of 0.17 between the two groups); however, the difference between the two groups was not significant and the effect size was small. The researcher also found that non-tenure teachers were slightly more supportive of performance pay initiatives than tenured teachers (TPPP difference of 0.10 between the two groups); however, the difference between the groups was not statistically significant. Further analysis of the findings revealed a negative correlation between years of teaching experience and perceptions of performance pay as the number of teaching years increased teachers’ perceptions of performance pay decreased. The use of convenience sampling procedures and the data collection and analysis procedures were limitations. Future research should replicate this study in other settings across the target state and use random sampling procedures. Future research should also use a qualitative approach as a methodology to investigate teachers’ perceptions of performance pay.
| Date of Award | Jan 1 2019 |
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| Original language | English |
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| Supervisor | Sana Duncan (Supervisor), Roberta Schomburg (Advisor) & Kimberly Durham (Advisor) |
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