Performance Based Pay : Developing Performance Oriented Principles And Encouraging People

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Moreover, performance-based pay is about developing performance-oriented principles and encouraging people (Tomlinson 2000). Teachers, who are not inspired by monetary rewards, can be motivated with non-monetary rewards (Odden, 2000a). These non-monetary rewards can embrace, for illustration: fulfilment from high student achievement, acknowledgment, inspiration, acquiring new skills, and personal development (Tomlinson, 2000; Odden 2000b). According to O. Harvey-Beavis (2003), an increase in teachers’ motivation is one of the major benefits testified by advocates of performance-based pay. This view relates teachers’ attitude to student performance, by disputing that in as much as the teachers’ talent and motivation determine salaries, the teacher quality will be enhanced. Solomon and Podgursky (2001) claim that when teacher’s remuneration is cantered on performance, quality teachers can be relocated to regions of reduced socio-economic status since these regions can be definitely rewarded. 2.4.2 Enhanced student outcomes The most important objective of performance-based pay according to some analysts is to enhance student performance Harvey-Beavis (2003). Odden (2000b) for instance, debates a fundamental link between the value of teaching and the degree of student outcomes, implying that any technique that grows the quality of teachers should automatically enhance student outcomes. This is achieved by presenting unbiased standards which can be used to regulate whether
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