Teacher Motivation and School-Based Performance Awards
| Autor: | Herbert G. Heneman, Anthony Milanowski, Carolyn Kelley |
|---|---|
| Rok vydání: | 2002 |
| Předmět: |
Expectancy theory
Medical education Public Administration media_common.quotation_subject 05 social sciences 050301 education School district Research findings Variety (cybernetics) Education Perception 0502 economics and business Research studies Survey data collection School based Psychology 0503 education Social psychology 050203 business & management media_common |
| Zdroj: | Educational Administration Quarterly. 38:372-401 |
| ISSN: | 0013-161X |
| DOI: | 10.1177/00161x02038003005 |
| Popis: | This article summarizes findings from a series of research studies on the motivational effects of school-based performance award programs on teachers in schools in Kentucky and the Charlotte-Mecklenburg (North Carolina) school district. Interviews and survey data were collected between 1995 and 1998. The research was framed by expectancy and goal-setting theories. The research findings suggest that teachers associate a variety of positive and negative outcomes with the programs, including the bonus. Teachers expressed a relatively high level of commitment to program goals. Teacher expectancy was an important predictor of school success, and expectancy was related to the presence of enabling conditions, prior success, and perceived fairness of the program. The findings suggest that program designers need to focus on setting realistic goals, providing enabling conditions for success, maximizing perceptions that achieving the goals will lead to positive outcomes, and minimizing stress reactions. |
| Databáze: | OpenAIRE |
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