A study of the implementation of merit-based pay for teachers in three school systems /
| dc.contributor.author | Clarke, Mildred L., | en_US |
| dc.date.accessioned | 2013-08-16T12:29:25Z | |
| dc.date.available | 2013-08-16T12:29:25Z | |
| dc.date.issued | 1985 | en_US |
| dc.description.abstract | The issue of morale surfaced two general areas of comments: (1) the concern of some teachers caused by a differentiation between master teachers and those not so designated, and (2) the element of jealousy or resentment on the part of the teachers not designated as master teachers nor receiving additional pay. | en_US |
| dc.description.abstract | Natural themes or interest areas evolved relative to the implementation of the Master Teacher Program. In all categories, committee process, community support, application process, National Teacher Examination, incentive, additional duties and morale, no appreciable difference was found. There was a general belief among participants of the study that the respective communities were supportive of the local education system. In addition, this study determined that excellent teachers were selected as master teachers in all three districts. | en_US |
| dc.description.abstract | The $6,000 was judged to be adequate monetary incentive for the program. Some of the participants felt that the master teacher designation and the $6,000 should have been rewards for excellent performance in the classroom without any stipulation of performing extra duties. Others felt that the $6,000 was such a significant amount that extra work should have been required. | en_US |
| dc.description.abstract | The committee process that was utilized created interest and support of those teachers that were involved throughout the entire process. Those teachers who were not active in the committee process were lacking in communications about the program. | en_US |
| dc.description.abstract | There were three school systems in Oklahoma that were currently implementing a merit-based pay plan called a Master Teacher Program for the 1984-85 school year. For this reason, they were selected for this research study. Three basic research strategies of ethnography were utilized: researcher observation, interviewing, and analysis of written sources. | en_US |
| dc.description.abstract | Various forms of merit pay for teachers have been documented since 1908. The problem, as reflected in the literature, was not with the concept but rather with the implementation of a system of merit pay for teachers. | en_US |
| dc.description.abstract | The application process was considered by all to be thorough and exhaustive. The use of the National Teacher Examination caused mixed feelings among the members of the staffs of the three school systems. | en_US |
| dc.format.extent | vii, 103 leaves ; | en_US |
| dc.identifier.uri | http://hdl.handle.net/11244/5377 | |
| dc.note | Source: Dissertation Abstracts International, Volume: 46-12, Section: A, page: 3545. | en_US |
| dc.publisher | The University of Oklahoma. | en_US |
| dc.subject | Education, Administration. | en_US |
| dc.subject | Teachers Salaries, etc. | en_US |
| dc.thesis.degree | Ph.D. | en_US |
| dc.title | A study of the implementation of merit-based pay for teachers in three school systems / | en_US |
| dc.type | Thesis | en_US |
| ou.group | Jeannine Rainbolt College of Education | |
| ou.identifier | (UMI)AAI8602714 | en_US |
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