Staff Compensation/Work Conditions

This research examines the issue of teacher compensation. The author finds that teachers earn significantly less than they could make working in other comparable fields. 

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,

In this report, we examine the degree to which teacher mobility is problematic in Chicago Public Schools (CPS) and look at the factors associated with high mobility rates, including teachers’ background characteristics, school structure, students’ characteristics, and workplace conditions.

This paper evaluates the impact of a performance-related pay scheme for teachers in England. 

There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. 

Over the objection of the teachers' union, the Board of Education here on Thursday unanimously approved the nation's largest merit pay program, which calls for rewarding teachers based on how well their students perform on standardizes tests. 

This comprehensive meta-analysis on teacher career trajectories, consisting of 34 studies of 63 attrition moderators, seeks to understand why teaching attrition occurs, or what factors moderate attrition outcomes.

Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty

The analysis of nationally representative survey data from the 2012 Schools and Staffing Survey and the 2013 Teacher Follow-up Survey reveals that the severity of turnover varies markedly across the country

Research has revealed that effective teachers are critical to improving student achievement. Little evidence exists, however, about the best ways to help teachers be more effective, or about how schools that serve the students in most need can attract and retain the most effective teachers.

The purpose of the study was to investigate the factors influencing school systems’ decisions behind crafting, developing, and revising differentiated pay plans that require districts to abandon the practice of providing only across-the-board salary increases for experience and advanced degrees by adding at least one additional criterion for compensating educators.

Using longitudinal data on teachers, we estimate hazard models that identify the impact of this differential pay by comparing turnover patterns before and after the program’s implementation, across eligible and ineligible categories of teachers, and across eligible and barely-ineligible schools.

Using information on teaching spells in North Carolina, the authors examine the potential for using salary differentials to overcome this pattern. They conclude that salary differentials are a far less effective tool for retaining teachers with strong pre‐service qualifications than for retaining other teachers in schools with high proportions of minority students. 

The aims of this study were to investigate whether and how teachers' perceptions of social–emotional learning and climate in their schools influenced three outcome variables—teachers' sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables.

The aims of this study were to investigate whether and how teachers' perceptions of social–emotional learning and climate in their schools influenced three outcome variables—teachers' sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables.

The aims of this study were to investigate whether and how teachers’ perceptions of social-emotional learning and climate in their schools influenced three outcome variables—teachers’ sense of stress, teaching efficacy, and job satisfaction—and to examine the interrelationships among the three outcome variables

This study aimed to look into this by asking, “Which features of high quality online professional development were noted by participating educators in a statewide online teacher professional development program?” A survey was used to collect educators’ voices in this FIP professional development (PD) program.

In particular, this paper investigates the extent to which the labor market for school principals may act as a mechanism for providing such incentives.

Research shows how schools can create more powerful professional development experiences.

Studying teacher workload issues has become somewhat of a trend in recent years with studies having already been completed in most other Canadian provinces. The consistency in teacher workload across the country is remarkable (see Appendix 2), and many of the findings in this study are supported by research in other jurisdictions. However, this discussion of the findings will deal primarily with the issues in Newfoundland and Labrador.

This study examined the conditions and concerns of principals in Virginia to see what their experiences and perceptions are of the growing shortage in the principalship. Findings suggest that principals do not feel that they have sufficient authority and resources to get the job done and that they are working long hours to fill the gap.

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

This research found that by the end of the 2012–2013 school year, TEP’s impacts on student achievement were consistently positive across subjects and cohorts, with especially large effects in math. 

This article describes a school-based randomized trial in over 200 New York City public schools designed to better understand the impact of teacher incentives. 

This chapter analyzes 2011 survey data from a sample of Texas principals who were asked about their perceptions of their working conditions such as: Support and facilities; salary; resources; autonomy to make decisions; testing and accountability pressures; and relationships with supervisors. 

The author summarizes four new strands in agency theory that help him think about incentives in real organizations. The author concludes by suggesting two avenues for further progress in agency theory: better integration with organizational economics, and cross-pollination with other fields that study organizations. 

The study examines whether comprehensive teacher induction programs lead to higher teacher retention rates and other positive teacher and student outcomes as compared to prevailing, generally less comprehensive approaches to supporting new teachers

This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.

The authors use their experience with a professional development project to propose a model of teacher community in the workplace. They describe a project that brought together 22 English and social studies teachers (and a special education and ESL teacher) from an urban high school over a period of 2 1/2 years.

This study draws on segmented labor market theory to examine the dynamics of the teacher labor market in charters and TPS, focusing on newly hired teachers. 

Eric Hanushek and Steven Rivkin examine how salary and working conditions affect the quality of instruction in the classroom.

The purpose of this study was to examine the workplace factors that positively and negatively impact Black K12 teacher retention. This study utilized a mixed-method approach to examine the qualitative and quantitative data.

Practicing school psychologists were surveyed to determine if differences exist among practitioners in the various U.S. Census regions. 

This report utilizes the nationally representative Schools and Staffing Survey (SASS) to examine changes in the elementary and secondary teaching force in the United States over the quarter century from 1987–88 to 2011–12.

the authors build on this body of work by further examining how working conditions predict both teachers‘ job satisfaction and their career plans.

The objective of TFS is to provide information about teacher mobility and attrition among elementary and secondary school teachers who teach in grades K–12 in the 50 states and the District of Columbia.

This review chapter examines the literature on work team effectiveness. This paper consider their nature, define them, and identify four critical conceptual issues—context, workflow, levels, and time—that serve as review themes and discuss the multitude of forms that teams may assume.

This paper reviews studies on teacher stress and burnout conducted over the past decade. The range of studies considered indicates that this topic is now of major international concern.

This quantitative study examines the relationship between teachers’ perceptions of their working conditions and their intended and actual departures from schools.

Much of the theory in personnel economics relates to effects of monetary incentives on output, but the theory was untested because appropriate data were unavailable. A new data set for the Safelite Glass Corporation tests the predictions that average productivity will rise, the firm will attract a more able workforce, and variance in output across individuals at the firm will rise when it shifts to piece rates.

Three questions are addressed. First, what are the principles behind creating optimal teacher incentives, and how close do the actual structures in Sweden and the US conform to the ideal ones? Second, how much is performance affected by creating incentives for current teachers, and how much by changing the pool of teacher applicants? Third, do teacher preferences align with those of their students and of society in general, and if not, why not? Associated with each of these questions are policy implications that may remedy existing distortions.

Using California teacher survey data linked to district data on salaries and staffing patterns, this study examines a range of school conditions as well as demographic factors and finds that high levels of school turnover are strongly affected by poor working conditions and low salaries, as well as by student characteristics. 

This study investigates the effect of NCLB sanctions on principals’ working conditions, job stress, and turnover behaviors using a nationally representative sample of principals and detailed school-level assessment/AYP data systematically collected from each state education agency.

In discussions to reauthorize the Elementary and Secondary Education Act (ESEA) and other federal initiatives such as Race to the Top and the ESEA flexibility waivers, legislators have focused on the impact educators have on improving student achievement

This report presents the results of the 2000-01 Status of the American Public School Teacher survey. This survey has been conducted every 5 years since 1956

Teachers' demands in strikes across the country have varied, but there's no question that low salaries are one of the chief complaints. To provide some additional insight into what's motivating these strikes, we look at the salary data for 10 states that make salary information available for all of their districts.

This book offers a comprehensive and strategic approach to address what has become labeled as "talent and human capital."

This article examines the salary trajectory of teachers as they move up the career ladder into leadership positions.

This paper provides a review of the current teacher compensation system and examines the structure of teacher compensation in the U.S. K-12 public education system.

The Howard County school board agreed to pay nearly $1.65 million in salary and benefits to persuade Renee Foose to retire as schools superintendent.

We examine whether working conditions in different types of charter schools lead to different levels of teacher turnover. 

This latest volume in the SIOP Professional Practice Series was inspired by a Leading Edge Conference sponsored by the Society for Industrial and Organizational Psychology to bring together leading-edge practitioners and academics to exchange views and knowledge about effective teams and help lead to better practice in that area.

This module will not focus on the empirical challenges to developing measures of principal effectiveness and their accompanying reward systems, but rather will focus on what is known and will provide guidance on those issues upon which there is agreement.

This study examines the relations between school context variables and teachers’ feeling of belonging, emotional exhaustion, job satisfaction, and motivation to leave the teaching profession. Six aspects of the school context were measured: value consonance, supervisory support, relations with colleagues, relations with parents, time pressure, and discipline problems.

The purpose of this paper is to integrate statistically the results of the literature on teacher expectations. 

The present study explores conflict management as a team phenomenon in schools. The author examined how the contextual variables (task interdependence, goal interdependence) are related to team conflict management style (integrating vs. dominating) and school team effectiveness (team performance).

This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice.

To contribute to the limited empirical literature on the principal labor market, this study explores the reasons for the disparity of turnover rates between charter school principals and their counterparts in traditional public schools (TPSs).

When school boards offer hefty buy-out packages to get rid of superintendents with whom they no longer see eye-to-eye, do taxpayers get the shaft?

Despite concerns about turnover among administrators, conditions that influence career longevity intentions of school principals are less known. To address this gap in the literature, we conducted a three-level Generalized Multilevel Model to estimate variations in school and district characteristics impacting principals’ career departure and mobility intentions, based on data from the School and Staffing Survey.

This study examines whether principals' movements and school achievement are associated with their salaries.

A meta-analysis of the data from empirical investigations of diversity in work groups was used to examine the impact of two types of diversity attributes, highly job-related and less-related, on work group cohesion and performance. 

Results of this meta‐analysis research, testing for a moderator effect, show that support for the overjustification effect occurs only when intrinsic motivation is operationalized as task behaviour during a free‐time measure.

This international study examines the impact of teacher performance pay on student math, science, and reading achievement.

During the past two decades, principal turnover issues have raised nationwide concerns about leadership stability and student performance. With national data from National Center for Education Statistics, this study examines how principal working conditions influence the probability of different types of principal turnover (mover, promoted, demoted, leaver, and retired).