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首页> 外文学位 >The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas.
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The perceptions of teachers and principals toward providing additional compensation to teachers in high-need subject areas.

机译：教师和校长的看法，旨在为高需求学科领域的教师提供额外的报酬。

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摘要

The purpose of this study was to determine possible differences in the perceptions of teachers teaching in high-need areas (i.e., math, science, special education, etc.) and teachers not teaching in high-need areas, (i.e., business education, physical education, etc.) as defined by the states of Arkansas and Louisiana, regarding higher compensation for high-need teachers. In addition, possible perception differences among principals and teachers were determined. The independent variables consisted of gender, position held, years of certified experience, and certification areas. The dependent variable was the perceptions of the participants on providing higher compensation for high-need teachers in order to attract and retain them. The data for all variables were collected using the Teacher Compensation Survey.;The sample for this study was limited to teachers, grades 9 through 12, and principals of public high schools in south Arkansas and north Louisiana. Forty-four school districts in south Arkansas (Arkansas Department of Education, 2008a) and north Louisiana (Louisiana Department of Education, 2008a) met the criteria for this study. Twenty-two superintendents gave permission for their districts to participate in the research. A sample of 849 teachers and 38 principals were identified in these districts. Surveys were returned from 350 teachers, creating a 41% response rate. When the 31 principals that returned surveys were added to the total population, the response rate increased to 43% with 381 of the 887 surveyed responding. However, 42 of the teachers and two of the principals skipped some of the questions on the survey and were not included in the study.;The researcher used a One-Way ANOVA and independent t-tests to determine the presence of statistical differences at the .05 level. The data showed that most math and science teachers agreed that high-need teachers should be compensated at a higher rate than teachers not teaching in high-need areas. The data also showed that teachers not teaching in high-need areas understood the overall need for varied compensation, but were less likely to agree with compensating high-need teachers more. In addition, the majority of teachers in other high-need areas, such as foreign language and special education, also understood the need for varied compensation. However, they were more likely to agree with compensating high-need teachers more when compared to non-high-need teachers. The majority of principals agreed that high-need teachers should be compensated more than teachers not considered high-need.;The results of this study indicated that most teachers and principals agreed that higher compensation would attract and retain teachers in hard-to-staff schools, but fewer teachers not considered high-need agreed with compensating high-need teachers more. Even though varied compensation (i.e., salaries, bonuses, housing incentives, etc.) would help hard-to-staff schools find and retain high-need teachers, administrators should take caution to avoid possible problems associated with such actions (Goldhaber, 2006).
机译：这项研究的目的是确定在高需求领域（例如，数学，科学，特殊教育等）和不在高需求领域（例如，商业教育，体育等），这是由阿肯色州和路易斯安那州定义的，涉及对高需要教师的更高报酬。此外，还确定了校长和教师之间可能存在的感知差异。这些独立变量包括性别，所担任的职位，获得认证的年限以及认证领域。因变量是参与者的看法，即他们为高需求的教师提供更高的报酬以吸引和留住他们。所有变量的数据均使用“教师补偿调查”收集。本研究的样本仅限于9岁至12年级的教师以及南阿肯色州和北路易斯安那州的公立中学的校长。南部阿肯色州（阿肯色州教育部，2008a）和路易斯安那州北部（路易斯安那州教育部，2008a）的44个学区符合这项研究的标准。 22名管理者允许其所在地区参加研究。在这些地区确定了849名教师和38名校长的样本。来自350位教师的调查问卷返回后，反馈率为41％。当将31位返回调查的校长添加到总人口中时，在887位受访者中有381位答复者，答复率提高到43％。但是，有42位教师和两名校长跳过了调查中的某些问题，未纳入研究范围。;研究人员使用单向ANOVA和独立t检验确定了统计差异在.05级。数据显示，大多数数学和科学老师都认为，与不在高需求地区教学的教师相比，高需求教师应获得更高的补偿。数据还显示，不在高需求地区教学的教师理解整体上需要各种补偿的需求，但不太愿意更多地补偿高需求教师。此外，在其他急需领域的大多数教师，例如外语和特殊教育，也理解需要各种补偿。但是，与非高需求教师相比，他们更有可能更多地补偿高需求教师。多数校长同意高薪教师的报酬应高于不被认为是高需求的教师。研究结果表明，大多数教师和校长都认为较高的报酬会吸引和留住人手稀少的学校的教师，但较少被认为没有高需求的教师同意多补偿高需求的教师。即使各种补偿（例如薪水，奖金，住房激励措施等）将有助于人手稀少的学校找到并留住急需的教师，但管理人员仍应谨慎行事，避免与此类行为相关的问题（Goldhaber，2006年） 。

著录项

  • 作者

    Longing, Jeffrey Lucian.;

  • 作者单位

    University of Louisiana at Monroe.;

  • 授予单位 University of Louisiana at Monroe.;
  • 学科 Education Mathematics.;Education Curriculum and Instruction.;Education Administration.;Education Sciences.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 128 p.
  • 总页数 128
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;自然科学教育与普及;教育;
  • 关键词

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