Addressing Changes in Professional Behavior by Teacher Bonuses: A Mixed-Methods Approach
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| Title: | Addressing Changes in Professional Behavior by Teacher Bonuses: A Mixed-Methods Approach |
|---|---|
| Language: | English |
| Authors: | Leone, Tharcisio (ORCID |
| Source: | International Journal of Educational Reform. 2024 33(1):3-27. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Incentives, Merit Pay, Teacher Salaries, Teacher Behavior, Professionalism, Teacher Effectiveness, Elementary School Teachers, Public School Teachers, Teacher Improvement |
| Geographic Terms: | Brazil |
| DOI: | 10.1177/10567879221076082 |
| ISSN: | 1056-7879 |
| Abstract: | How can a bonus program affect the performance of teachers in classrooms? This paper collected data from teachers employed in Brazilian state-run schools to examine the key mechanisms through which a teacher bonus scheme can have a causal effect on the academic achievements of students. Using mixed-methods research and data triangulation from questionnaires and semi-structured interviews with teachers, this study finds limited empirical evidence supporting the bonus program of the state of São Paulo. The bonus program created no additional incentive for educators to start/continue working in state schools, and it was not responsible for the improvement of teaching activities. |
| Abstractor: | As Provided |
| Notes: | https://data.mendeley.com/datasets/sf3frsthcj/1 |
| Entry Date: | 2023 |
| Accession Number: | EJ1400180 |
| Database: | ERIC |
| Abstract: | How can a bonus program affect the performance of teachers in classrooms? This paper collected data from teachers employed in Brazilian state-run schools to examine the key mechanisms through which a teacher bonus scheme can have a causal effect on the academic achievements of students. Using mixed-methods research and data triangulation from questionnaires and semi-structured interviews with teachers, this study finds limited empirical evidence supporting the bonus program of the state of São Paulo. The bonus program created no additional incentive for educators to start/continue working in state schools, and it was not responsible for the improvement of teaching activities. |
|---|---|
| ISSN: | 1056-7879 |
| DOI: | 10.1177/10567879221076082 |
