An incentive compensation option for a private educational system: A policy analysis.
AuthorSalmond, J. Nyles.
Committee ChairNelson, L.O.
MetadataShow full item record
PublisherThe University of Arizona.
RightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
AbstractTeacher incentive systems are of relevance to public as well as private school systems. Educational theorists and practitioners have been striving for a method of motivating teachers to an optimal return on educational investments. Carol Bartell (1988) has outlined five different models of incentive systems, each of which center on factors of motivation. Two of the five models focus on non-monetary incentives, while the remainder hold monetary remuneration as the primary or sole incentive. This study was centralized upon a version of Bartell's (1988) model: the "Professional Responsibility" incentive. The core of this incentive was the attainment and sharing of professional attributes, as teachers assumed added roles within their profession. Multiple responsibilities assisted teachers to identify goals and aspirations, thereby helping teachers in expanding their abilities. The study used the Summer Employment Option Program of the Church of Jesus Christ of Latter-day Saints as a basis for assessing the value of professional responsibility incentives in a private school setting. It was anticipated that if the study provided data which exhibited growth in the target areas provided by the sponsoring agency, then the incentive could be a professional responsibility incentive and of strong value to similar settings in the public as well as the private sphere. The study incorporated the Bush-Gallagher (1985) policy analysis approach to assess the viability of the professional responsibility incentive. Through the policy analysis model, research questions were generated, values were explored, goals and objectives were delineated, and major barriers to implementation were examined. It was discussed, through the policy analysis and the use of qualitative and quantitative measures, that the Summer Employment Option Program fit the model of a professional responsibility incentive. It was found that teachers using the Summer Employment Option Program were, (a) motivated to grow professionally, (b) were better satisfied with their work, and (c) worked harder at program goals. The study was designed to provide a model for other organizations so they can benefit from the mistakes and successes of the summer Employment Option Program's sponsoring agency.
Degree ProgramEducational Foundations and Administration