| The purpose of this study was to determine whether professional development and collaboration practices are affected by performance pay in schools. The study investigated the differences in perceptions of principals, veteran teachers, and beginning teachers. Six questions and statements were posed relating to both professional development and collaboration. Based on the findings, no significant difference in perception of professional development and collaboration exists between educators currently utilizing a compensation model and those not utilizing a compensation model. Second, where a compensation model was implemented, principals were predicted to have higher levels of agreement regarding their views on professional development. Additionally, beginning teachers were predicted to have higher levels of agreement regarding their views on professional development than veteran teachers. Third, where a compensation model was not implemented, principals were predicted to have higher levels of agreement regarding their views on professional development. Also, beginning teachers were predicted to have higher levels of agreement regarding professional development than veteran teachers. Fourth, where a compensation model was implemented, principals were predicted to have higher levels of agreement regarding their views on collaboration veteran and beginning teachers. Beginning teachers also were predicted to have higher levels of agreement regarding collaboration than veteran teachers. Last, where a compensation model was not implemented, building type, position, or years of experience do not serve as predictors of collaboration. |
