Most teachers and principals reported satisfaction with professional opportunities, school environment, and the TIF program¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most teachers and principals are satisfied with their professional opportunities, school environment, and the TIF program. → Max 2014

Evidence¶

Max 2014¶

Max, Jeffrey; Constantine, Jill; Wellington, Alison; Hallgren, Kristin; Glazerman, Steven; Chiang, Hanley; Speroni, Cecilia. (2014). Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance After One Year. Princeton, NJ: Mathematica Policy Research. https://www.mathematica.org/publications/evaluation-of-the-teacher-incentive-fund-implementation-and-early-impacts-of-payforperformance-after

q2 · i? · associational · r?

Educator survey findings from the 10 evaluation districts in the first year of TIF implementation, reported in the key findings: "Most teachers and principals are satisfied with their professional opportunities, school environment, and the TIF program."

"Most teachers and principals are satisfied with their professional opportunities, school environment, and the TIF program."

Discussion¶

Related Claims¶

• Educators in schools offering pay-for-performance bonuses tended to be less satisfied than those in schools without bonuses — related
• Many teachers misunderstood whether they were eligible for performance bonuses or the amount they could earn — related
• Educators were largely receptive to evaluation and compensation strategies, with 65 to 84 percent satisfied with feedback and pay-for-performance improving some job satisfaction — related
• American public education spends $18 billion annually on professional development, yet only 29 percent of teachers are highly satisfied with formal learning opportunities — related
• 71% of surveyed Miami-Dade coaches reported the program improved their job satisfaction, up from a pre-program baseline where none reported being completely satisfied — related
• Most principals face obstacles to professional learning—time, coverage, and funds—with funding obstacles concentrated in schools serving many students of color — related
• Teachers and principals reported satisfaction with READ 180 implementation and positive perceptions of its impacts, while recommending additional professional development — related
• Most teachers participate in informal professional development activities, which generate more satisfaction than formal in-service days — related
• A majority of surveyed teachers (61%) reported that participating in the Verizon Innovative Learning Schools program improved their job satisfaction — related