Description
The purpose of this study was to explore teachers’ attitudes about the relationship between self-efficacy and teacher performance pay in Grades 3 through 12 in the United States as well as determine whether input on testing criteria and student achievement would change teachers’ attitudes about teacher performance pay and the teaching profession. A 65-question survey instrument entitled, Self-efficacy and Teacher Performance Pay, guided the research. The findings of the research question and sub-questions revealed a mixed relationship between teachers’ attitudes about the relationship between self-efficacy and teacher performance pay. While there were many areas of concern for teachers, the research showed that teacher performance pay might not be the solution. The information collected showed that a majority of the participants were not in favor of using teacher performance pay models. However, with modifications in the design, implementation, and criteria for awarding teacher performance pay, the best plan may be created and accepted by more teachers.
