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Teacher Commitment, Working Conditions, and Differential Incentive Policies
William A. Firestone
Rutgers Graduate School of Education, and Consortium for Policy Research in Education
James R. Pennell
Rutgers University and Consortium for Policy Research in Education
The push for more complex, intellectually demanding approaches to teaching suggests that teacher commitment will continue to be important for effective education. This article develops a framework for assessing how differential incentive policies affect teacher commitment. It identifies seven key workplace conditions that contribute to teacher commitment: job design characteristics, feedback, autonomy, participation, collaboration, learning opportunities, and resources. This framework is used to assess the effects of such differential incentive policies as merit pay and career ladders. The selection mechanisms in these two programs are found to reduce autonomy and collaboration, but the job enrichment aspects of career ladders are found to increase participation, collaboration, and resources. We recommend combining policies that increase participation, collaboration, and feedback rather than continuing to experiment with differential incentives.
Review of Educational Research, Vol. 63, No. 4,
489-525 (1993)
DOI: 10.3102/00346543063004489
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