TY - JOUR
T1 - Measuring Teacher Buy-in for the Texas Pay-for-Performance Program
AU - Lee, Jaehoon
AU - Strong, Michael
AU - Hamman, Doug
AU - Zeng, Yifang
N1 - Publisher Copyright:
© Copyright © 2021 Lee, Strong, Hamman and Zeng.
PY - 2021/8/17
Y1 - 2021/8/17
N2 - Teacher buy-in is a critical component for the success of any educational reform, especially one involving evaluation and compensation. We report on an instrument developed to measure teacher buy-in for district-developed designation plans associated with a state pay-for-performance (PFP) program, and teacher responses. We used modern test theory to investigate the instrument’s psychometric properties, a procedure often missing from research reports of self-designed surveys. A sample of 3,001 elementary, middle school, and high school teachers in Texas school districts participated in the survey. Our results suggest satisfactory reliability of the instrument and adequate discriminant validity in measuring distinct but related aspects of teacher buy-in. In addition, we found that teacher support for PFP as instantiated in their particular districts was generally high, but still buy-in levels varied significantly among different teacher groupings, pointing the way for future developers of pay-for-performance schemes to improve or maximize their acceptance.
AB - Teacher buy-in is a critical component for the success of any educational reform, especially one involving evaluation and compensation. We report on an instrument developed to measure teacher buy-in for district-developed designation plans associated with a state pay-for-performance (PFP) program, and teacher responses. We used modern test theory to investigate the instrument’s psychometric properties, a procedure often missing from research reports of self-designed surveys. A sample of 3,001 elementary, middle school, and high school teachers in Texas school districts participated in the survey. Our results suggest satisfactory reliability of the instrument and adequate discriminant validity in measuring distinct but related aspects of teacher buy-in. In addition, we found that teacher support for PFP as instantiated in their particular districts was generally high, but still buy-in levels varied significantly among different teacher groupings, pointing the way for future developers of pay-for-performance schemes to improve or maximize their acceptance.
KW - fairness
KW - merit pay
KW - pay-for-performance
KW - support
KW - teacher appraisal
KW - teacher buy-in
KW - teacher incentive allotment
UR - http://www.scopus.com/inward/record.url?scp=85114375583&partnerID=8YFLogxK
U2 - 10.3389/feduc.2021.729821
DO - 10.3389/feduc.2021.729821
M3 - Article
AN - SCOPUS:85114375583
VL - 6
JO - Frontiers in Education
JF - Frontiers in Education
SN - 2504-284X
M1 - 729821
ER -