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dc.contributor.authorReckard, Kathryn Margaret
dc.date.accessioned2015-10-05T20:28:09Z
dc.date.available2015-10-05T20:28:09Z
dc.identifier.urihttp://hdl.handle.net/10484/8150
dc.description.abstractThe purpose of this study was to determine whether professional developmen t a nd collaboration practices are a ffected by performance pay in schools. The study investigated the differences in perceptions of principals, veteran teachers, and beginning teachers. S ix questions and statements were posed relating to both professional development and collaboration . Based on the findings, no significant difference in perception of professional development and collaboration exists between educators currently utilizing a compensation model and those not utilizing a compensation model. Second, where a compensation model was implemented, principals were predicted to have higher levels of agreement regarding their views on professional development. Additionally, beginnin g teachers were predicted to have higher levels of agreement regarding their views on professional development than veteran teachers. Third, where a compensation model was not implemented, principals were predicted to have higher levels of agreement regar ding their views on professional development . Also , beginning teachers were predicted to have higher levels of agreement regarding professional development than veteran teachers. Fourth , where a compensation model was implemented, principals were predict ed to have higher levels of agreement regarding their views on collaboration veteran and beginning teachers. B eginning teachers also were predicted to have higher levels of agreement regarding collaboration than veteran teachers. Last, where a compensati on model w as not implemented, building type, position, or years of experience do not serve as predictors of collaboration
dc.description.statementofresponsibilityReckard, Kathryn Margaret
dc.subjectProfessional development
dc.subjectTeacher evaluation
dc.subject.lcshCareer development.
dc.subject.lcshIncentive awards.
dc.titleThe impact of compensation models on professional development and collaboration
dc.typeDissertation
dc.date.graduationmonthMay
dc.date.published2014
dc.description.committeechairMcDaniel, Terry
dc.description.committeemembersGruenert, Steve
dc.description.committeemembersDawn McGrath
dc.description.degreeDoctor of Philosophy
dc.description.departmentDepartment of Educational Leadership, Administration, and Foundations
dc.description.imprintCunningham Memorial Library, Terre Haute, Indiana State University
dc.description.itemidetdISU-Dissertation-May-2014
dc.description.levelDoctoral
dc.description.noteTitle from document title page. Document formatted into pages: contains 217 pages. Includes abstract.
refterms.dateFOA2021-06-02T12:34:41Z


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