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ERIC Number: EJ1202098
Record Type: Journal
Publication Date: 2019
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1927-5250
A Theoretical Framework for Teacher Incentives: Monetary, Social and Vision-Based
Mallah, Farah
Journal of Education and Learning, v8 n1 p29-42 2019
Teachers are at the heart of the education process; in attempts to improve teacher quality there has been a trend in the US and elsewhere to incentivize teachers to put in more effort. This paper presents a theoretical framework for analyzing and designing different incentive schemes informed by the structure and quality of tasks constituting the K-12 teaching profession. It focuses on the question of how policy makers and education leaders can improve teacher effort towards the outcome of interest, specifically improving student achievement. It draws on literature on incentives, goal setting theory, norms and work significance to identify three main types of incentives: (1) monetary incentives, (2) social incentives, and (3) vision-based incentive. Each of the types of incentives in this paper are analyzed in light of Vroom's (1964) expectancy theory--its "expectancy," "valence" and "instrumentality"--to build a theoretical framework for analyzing the potential mediating factors of each of the incentive schemes and their impact.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: jel@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/jel
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A