Missouri Teachers, Administrators, and Superintendents' Perceptions of Teacher Performance PayAuthor: Julie B. Routh
Teacher pay has traditionally been based on a single salary schedule that defines a teacher’s compensation based on years of experience and highest degree earned. However, many believe the single salary schedule is outdated and ineffective due to federal and state mandates. Performance pay continues to be examined by legislators, teachers, and professional organizations as a possible avenue to compensate educators. This study was designed to analyze the perceptions of teachers, administrators, and superintendents in Missouri public schools toward teacher performance pay. Guiding this study was the overarching research question: What are the perceptions of teachers, administrators, and superintendents in Missouri public school systems toward performance pay? Supporting research questions included:
a. What are the perceptions of teachers, administrators, and superintendents in Missouri public school systems toward performance pay and how it may impact student achievement?
b. What are the perceptions of teachers, administrators, and superintendents in Missouri public school systems toward performance pay and how it should be tied to teacher evaluation?
c. What are the perceptions of teachers, administrators, and superintendents in Missouri public schools toward performance pay and how it may affect the recruitment and retention of teachers?
d. What are the perceptions of teachers, administrators, and superintendents in Missouri public school systems toward performance pay and how it may affect school climate?
This study was conducted in public schools across the state of Missouri. A stratified random sample of small, medium, and large K-12 Missouri public school districts was used. An important part of this study was the development of an attitudinal survey. The survey was tested to be valid and reliable with the purpose of being made available to future researchers. The pilot process included an expert pilot utilizing Rovinelli and Hambleton’s index of item-objective congruency, a pre-pilot, and a 48-person pilot. At each pilot step, factor analyses were conducted, resulting in multiple revisions to the survey instrument. The survey utilized four scales: impact on student achievement, teacher evaluation, recruitment and retention of teachers, and effect on school climate. The demographic data allowed separation of the various populations and comparison of groups; for example, teachers and administrators.
From the research conducted it is apparent that teachers, administrators, and superintendents in Missouri public schools are not supportive of teacher performance pay. Further study of successful programs outlined in the review of literature would be beneficial. Additionally, using the attitudinal survey in districts which are currently implementing teacher performance pay would be advantageous to schools considering teacher performance pay. Modification of participant groups to enlarge or alter the sample size could include other educational leaders in Missouri public schools or in the United States (e.g., other central office administrators and school board members) and various groups of public stakeholders involved in educational policies or practices (e.g., legislative members or leaders of teacher organizations). Further study in topics related to student achievement and teacher performance is essential. These topics include teacher quality, leadership styles during times of major accountability changes, value-added achievement, formative and summative assessment tools for evaluating instructional practices, teacher/student motivation, and the influence of accountability on those entering or not entering the teaching profession.