Teachers refused monetary rewards for team participation, fearing harm to sustainability, but wanted team accomplishments counted in promotion decisions¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Teachers believed financial rewards could hinder upscaling and sustainability and attract participation only for monetary gain, preferring promotion recognition instead. → Gast 2017

Evidence¶

Gast 2017¶

Gast, Inken; Schildkamp, Kim; van der Veen, Jan T. (2017). Team-Based Professional Development Interventions in Higher Education: A Systematic Review. Review of Educational Research. https://doi.org/10.3102/0034654317704306

q2 · i? · review · r3

Rewards theme in the review's organizational-level synthesis, drawing on Bakah et al. (2012); the review adds that team accomplishments should be taken into account when deciding about teacher promotion, and that teachers felt team participation could diminish tenure chances.

"Monetary rewards for team members were refused, as teachers believed that financial rewards for team members could hinder upscaling and sustainability within the institution and that some teachers might only participate in teams for the financial benefits, undermining team activities"

Discussion¶

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