Administrator Responses to Financial Incentives: Insights from a TIF Program

Autor/inn/en	King Rice, Jennifer; Malen, Betty; Jackson, Cara; Hoyer, Kathleen Mulvaney
Titel	Administrator Responses to Financial Incentives: Insights from a TIF Program
Quelle	In: Leadership and Policy in Schools, 16 (2017) 3, S.475-501 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-0763
DOI	10.1080/15700763.2016.1205201
Schlagwörter	Incentives; Rewards; Administrator Attitudes; Mixed Methods Research; Awards; Teachers; Correlation; Educational Finance; School Districts; Merit Pay; Motivation; Administrator Surveys; Interviews; Elementary Schools; Middle Schools; High Schools; Principals; Assistant Principals; Competence; Performance; Justice; Maryland + Suchen Sie Ihr Suchwort? Anreiz; Reward; Belohnung; Award; Auszeichnung; Lehrer; Lehrerin; Lehrende; Korrelation; Bildungsfonds; School district; Schulbezirk; Leistungszulage; psychologische; Motivation (psychologisch); Interviewing; Interviewtechnik; Elementary school; Grundschule; Volksschule; Middle school; Mittelschule; Mittelstufenschule; High school; Oberschule; Principal; Schulleiter; Principals; Stellvertretende Schulleitung; Kompetenz; Achievement; Leistung; Gerechtigkeit
Abstract	This article provides evidence and generates insights about the power of financial rewards to motivate school administrators and the design features that influence their motivational potency. The multi-year mixed-methods study is grounded in expectancy and goal setting theories that suggest (a) awards must be salient and sizable enough to appeal to educators; (b) the award structure must evidence credible connections between work, performance, and reward; and (c) goals, measures, and awards must be perceived as fair. Since this framework helps explain administrators' mixed reactions to their awards, it could help guide future efforts to develop and evaluate administrator incentive programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01