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Intrinsic Reward of Teaching - Essay Example

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This paper, Intrinsic Reward of Teaching, outlines that research focuses keenly on both group-based and individual-based reward systems for teachers based on performance. It compares the merits and demerits of these reward systems and seeks to conclude whether or not they serve to motivate teachers…
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Intrinsic Reward of Teaching
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Research focuses keenly on the both group-based and individual-based reward systems for teachers based on performance. It compares the merits and demerits of these reward systems and seeks to conclude whether or not they serve to motivate teachers in the execution of their duties. Research involves groups: The Kentucky and Charlotte-Mecklenburg Studies of Teacher Attitudes, Ballou and Podgursky’s Study of Teacher Attitude, and The Dallas School Accountability and Incentive Program.
The purpose of the article is the presentation of the types of performance based reward systems. It evaluates the advantages and disadvantages of the systems, and reveals the effects of such programs to students, teachers, the school and the society.
Performance based teacher rewards fall in two categories: group based and individual based. The criteria of determining performance are student performance and teacher skills or knowledge. The rewards are monetary. They aim towards motivating teachers and thus increasing student performance. However, non-supporters of these schemes argue that intrinsic rewards such as improved student performance motivate teachers hence these rewards are unnecessary. Disadvantages of the program come out as poor implementation, expensive, political difficulties and reduced cooperation among teachers. However, in conclusion, the writer leans towards siding with the implementation of these reward programs and especially advocating for group based rewards systems instead of individual based performance rewards.
It is agreeable that performance based reward programs display considerable advantages to the education system. The target of any education systems is ensuring optimum performance among students. Teachers contribute greatly to this performance and therefore a system of motivating teachers is in place. The salary scale rewards teachers based on experience and degrees with little consideration of their performance (Beavis, 2003). By rewarding performance, good teachers get recognition as non-performing teachers face the challenge of improving their efforts. This is positive competition all aimed at improving student performance.
Performance reward systems also promote good school administration. School principals and the board have no choice but deeply evaluate their teachers based on performance. This way, they pay attention to the quality of teachers, and learn about the mistakes made. This aims towards ensuring better student performance (Beavis, 2003). Moreover, performance rewards improve collaboration among teachers. This is through implementation of group based performance rewards (Beavis, 2003). For instance, the English department gets a reward for their great performance in the subject. This serves to improve performance in departments.
Despite the many advantages of these performance reward systems, the demerits in the current systems also require consideration. There is hierarchy within school systems as these rewards serve to rank teachers. The system therefore indirectly undermines the small achievements of some teachers (Beavis, 2003). Additionally, there are arguments that insist that monetary rewards serve no significance in teacher motivation. Instead, non-monetary incentives such as longer holidays serve as better motivators for teachers. Opposition also argues that the rewards cause financial strain to the government, as funds are not always readily available.
While the challenges facing the performance reward programs are realistic, they do not prove that the programs are inefficient. Improved performance as a result of these systems among teachers is obvious. In addition, cooperation among teachers in delivering knowledge becomes evident. Better school administration only serves to create a better environment for students. Therefore, these programs ought to remain. The only thing that needs attention is research to improve the implementation process. Considering non-monetary rewards is a possible solution. In addition, encouraging group rewards instead of individual rewards serves to deal with some of the challenges (Beavis, 2003).
Beavis, H. O., (2003), Performance Based Rewards for Teachers: A Literature Review, retrieved from, accessed May 6, 2013 Read More
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