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首页> 外文期刊>Educational Management Administration & Leadership >Teachers' Perceptions of Individual Performance-related Pay in Practice: A Picture of a Counterproductive Pay System
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Teachers' Perceptions of Individual Performance-related Pay in Practice: A Picture of a Counterproductive Pay System

机译：教师在实践中对与个人绩效相关的薪酬的看法：适得其反的薪酬制度

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摘要

This article describes and discusses Swedish upper-secondary teachers' perceptions of the effects of individual performance-related pay (PRP) in the context of educational restructuring and governance. The empirical data were generated through semi-structured interviews of 23 teachers. Power's distinction between programmatic and technological elements of audit is used as a frame of reference for the problematization of the pay system. The findings demonstrate a wide gap between the programmatic goals and their fulfilment in practice. The ability of the pay system to deliver its main objective, to enhance motivation by rewarding good performance, is questioned. The performance assessment criteria are neither well known nor motivate the teachers, and they perceive the appraisal as arbitrary and unfair, with a tendency to reward work of peripheral significance. Employers and teachers are supposed to engage in salary-setting dialogues, but in some cases these dialogues are neglected, and when they do occur the employers frequently do not explain how the quality of their performance is appraised. Implications for the teaching profession are discussed. The study indicates that the PRP system contributes to a shift from occupational to organizational professionalism and challenges a common work culture.
机译：本文介绍并讨论了瑞典高中教师在教育结构调整和治理中对个人绩效相关薪酬（PRP）的影响的看法。实证数据是通过对23位教师进行的半结构化访谈得出的。 Power在审计的程序和技术要素之间的区别被用作薪酬系统问题化的参考框架。调查结果表明，方案目标与其在实践中的实现之间存在很大差距。薪资体系实现其主要目标，通过奖励良好绩效来增强动力的能力受到质疑。绩效考核标准既不为人所知，也不激励教师，他们认为考核是武断和不公平的，倾向于奖励具有外围意义的工作。雇主和教师应该进行工资设定对话，但是在某些情况下，这些对话被忽略了，而当雇主与教师进行对话时，雇主通常不会解释如何评估他们的绩效质量。讨论了对教学行业的影响。该研究表明，PRP系统有助于从职业到组织的专业精神的转变，并挑战了共同的工作文化。

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