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ATTITUDES TOWARD MERIT PAY FOR INSTRUCTIONAL PERSONNEL: A SURVEY OF FLORIDA PUBLIC SCHOOL DISTRICT POLICY MAKERS AND ADMINISTRATORS
Title
ATTITUDES TOWARD MERIT PAY FOR INSTRUCTIONAL PERSONNEL: A SURVEY OF FLORIDA PUBLIC SCHOOL DISTRICT POLICY MAKERS AND ADMINISTRATORS.
Creator
WIEGMAN, JOHN ROBERT, Florida Atlantic University
Abstract/Description
The purpose of this investigation was to examine whether the perceptions of school board members, superintendents, instructional administrators, and personnel administrators were non-supportive or supportive of merit pay. The attitudes toward the study topic were sought through a survey instrument. Three hundred seventy-six respondents provided replies to the survey instrument; a 74 percent return. Descriptive analyses, Scheffe's F-test, and Cramer's V were used to test the direction and...
Show moreThe purpose of this investigation was to examine whether the perceptions of school board members, superintendents, instructional administrators, and personnel administrators were non-supportive or supportive of merit pay. The attitudes toward the study topic were sought through a survey instrument. Three hundred seventy-six respondents provided replies to the survey instrument; a 74 percent return. Descriptive analyses, Scheffe's F-test, and Cramer's V were used to test the direction and significance of response. The findings of the study indicate that the perceptions of Florida public school policy makers and administrators toward merit pay for instructional personnel are mildly non-supportive. The study concluded with two recommendations for further research: (1) A longitudinal study should be initiated to examine the effects of teacher merit pay on a specific population over a sufficient period of time, and (2) survey groups likely to hold distinct attitudes toward merit pay (i.e., teacher, legislators) should be included in the survey population.
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Date Issued
1984
PURL
http://purl.flvc.org/fcla/dt/11856
Subject Headings
Bonuses (Employee fringe benefits)--Education, School administrators--Florida--Attitudes
Format
Document (PDF)
Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan
Title
Perceptions of tenth-grade mathematics teachers and school administrators toward Florida's school accountability system: The A+ Plan.
Creator
Ferrer, Lourdes., Florida Atlantic University, Decker, Larry E.
Abstract/Description
The purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand...
Show moreThe purpose of this qualitative study was to learn how high school mathematics teachers and school administrators perceived Florida's school accountability system, the A+ Plan. This inquiry was conducted during the spring of 2001, in one of the largest urban school districts in Florida, with a sample of 27 participants, 21 teachers and 6 administrators, pre-selected from a high, an average, and a low performing high school. Data was gathered in the form of tape-recorded interviews, hand written field notes, and document analysis. This study found that the school performance grade, teaching assignment course level, and race or ethnicity were not a source of variability in participants' perceptions. The A+ Plan was unanimously viewed as a bureaucratic reform initiative that used a power coercive approach to obtain compliance. Participants believed that the A+ Plan's fundamental belief that "every child can learn and that no child should be left behind" was unrealistic, and did not share the plan's central assumption that students' performance on the Florida Comprehensive Assessment Test is the direct result of their performance as teachers. They believed that students' natural abilities and personal motivations to learn surpass any other variable in determining the students' level of achievement. The FCAT was judged as an ineffective and unfair tool for teachers' accountability purpose because it did not provide information about students' academic growth in a year, and also, because it compared schools that differed in their students' demographics. The participants believed that they should not be held accountable, punished or rewarded for their students' performance on the FCAT because their students' scores on the mathematics section of the test was the outcome of their previous mathematics experience and English language proficiency. They believed that the school grade was merely a reflection of the school population, and that publicizing grades made the hiring and retention of qualified teachers more difficult and damaged their professional reputation and esteem in the community at large. The participants held that the A+ Plan was creating an environment where teachers perceived their work as more stressful and less rewarding because of what they view as unfair and unrealistic standards.
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Date Issued
2001
PURL
http://purl.flvc.org/fcla/dt/11967
Subject Headings
Mathematics teachers--Florida--Attitudes, Educational change--Florida, Educational accountability--Florida, School administrators--Florida--Attitudes
Format
Document (PDF)