Performance-Based Compensation Systems and Principal Job Performance
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| Title: | Performance-Based Compensation Systems and Principal Job Performance |
|---|---|
| Language: | English |
| Authors: | Hajime Mitani (ORCID |
| Source: | American Educational Research Journal. 2025 62(2):414-455. |
| 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: | 42 |
| Publication Date: | 2025 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1749275 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Principals, Performance Based Assessment, Administrator Effectiveness, Job Performance, Compensation (Remuneration), Professional Recognition, Equal Opportunities (Jobs), Merit Pay, Incentives, Motivation Techniques, Administrator Evaluation |
| Geographic Terms: | Tennessee |
| DOI: | 10.3102/00028312241303760 |
| ISSN: | 0002-8312 1935-1011 |
| Abstract: | The inequitable distribution of principal effectiveness raises concern among policymakers. Principal sorting likely contributes to wider achievement and opportunity gaps between low- and high-need schools. As a possible policy tool, policymakers proposed performance-based compensation systems (PBCS). Tennessee was one of the states that supported the implementation of PBCS. This study examined the relationship between PBCS and principal job performance in the state, using longitudinal administrative data, principal evaluation data, and unique PBCS data from 2012 to 2019. The study did not find consistently significant, positive relationships between PBCS and principal job performance. However, the relationships were generally more pronounced among high-need schools. The study concludes with detailed discussions about the results, the assumptions behind PBCS, limitations, and implications. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1464742 |
| Database: | ERIC |
| Abstract: | The inequitable distribution of principal effectiveness raises concern among policymakers. Principal sorting likely contributes to wider achievement and opportunity gaps between low- and high-need schools. As a possible policy tool, policymakers proposed performance-based compensation systems (PBCS). Tennessee was one of the states that supported the implementation of PBCS. This study examined the relationship between PBCS and principal job performance in the state, using longitudinal administrative data, principal evaluation data, and unique PBCS data from 2012 to 2019. The study did not find consistently significant, positive relationships between PBCS and principal job performance. However, the relationships were generally more pronounced among high-need schools. The study concludes with detailed discussions about the results, the assumptions behind PBCS, limitations, and implications. |
|---|---|
| ISSN: | 0002-8312 1935-1011 |
| DOI: | 10.3102/00028312241303760 |
