Teacher Motivation and School-Based Performance Awards

Teacher Motivation and School-Based Performance Awards
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教师激励和校本表现奖

DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Anthony T. Milanowski
Anthony T. Milanowski
中科院分区：
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文献类型：
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作者：
C. Kelley;H. Heneman;Anthony T. Milanowski

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本文总结了一系列关于校本绩效奖励计划对肯塔基州和夏洛特-梅克伦堡（北卡罗来纳州）学区教师的激励作用的研究结果。访谈和调查数据是在1995年至1998年期间收集的。这项研究的框架是期望和目标设定理论。研究结果表明，教师将各种积极和消极的结果与课程联系起来，包括奖金。教师对方案目标的承诺程度相对较高。教师期望是学校成功的一个重要预测因素，期望与有利条件的存在，先前的成功，和感知的公平的程序。研究结果表明，项目设计者需要专注于设定现实的目标，为成功提供有利条件，最大限度地提高实现目标将带来积极成果的看法，并尽量减少压力反应。
This article summarizes findings from a series of research studies on the motivational effects of school-based performance award programs on teachers in schools in Kentucky and the Charlotte-Mecklenburg (North Carolina) school district. Interviews and survey data were collected between 1995 and 1998. The research was framed by expectancy and goal-setting theories. The research findings suggest that teachers associate a variety of positive and negative outcomes with the programs, including the bonus. Teachers expressed a relatively high level of commitment to program goals. Teacher expectancy was an important predictor of school success, and expectancy was related to the presence of enabling conditions, prior success, and perceived fairness of the program. The findings suggest that program designers need to focus on setting realistic goals, providing enabling conditions for success, maximizing perceptions that achieving the goals will lead to positive outcomes, and minimizing stress reactions.