Date

4-2022

Department

School of Education

Degree

Doctor of Education in Educational Leadership (EdD)

Chair

Linda Holcomb

Keywords

Performance Pay, EVAAS, Expectancy Theory, Equity Theory, Goal-Setting Theory

Disciplines

Education | Educational Administration and Supervision

Abstract

The purpose of this causal-comparative and correlational research study was to determine if differences exist in educators’ perceptions of the North Carolina Teacher Performance Bonus and assess any relationships between educators’ perceptions and their Education Value-Added Assessment System (EVAAS) score using a 28 question Likert-item survey. To recruit and retain highly effective educators, it is essential for politicians and school administrators to assess and understand educators’ perceptions of any pay-for-performance program. Data were gathered using the Teacher Performance Pay Attitudinal Survey (TPPAS), from 174 fourth-eighth grade educators in the seven far western North Carolina school districts. An ANOVA with three eligibility groups (a) no bonus, (b) one bonus, and (c) two bonuses was calculated with no statistically significant differences found in mean scores of educators’ perceptions of the North Carolina Teacher Performance Bonus. A Pearson product-moment correlation coefficient was calculated with a positive association found between an educator’s perception score and EVAAS growth score. Finally, teacher perceptions of the performance bonus were compiled and reported with regard to demographic categories as they related to the knowledge and understanding and teacher efficacy of the current North Carolina Teacher Performance Bonus. Recommendations for future research include developing an understandable performance pay program with a feasible goal linked to teacher effort that is fairly measured and distributed.

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