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While roughly two-thirds of teachers endorse objective evaluation, only about one-third accept performance-based compensation for school results. The findings indicate a gap between beliefs in evaluation objectivity and willingness to be contractually accountable, supporting calls for dialogue to improve educational outcomes. It recommends coordinated sessions among the Ministry of Education, teachers’ unions, and the university, and considers performance-based payment as a strategy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the focus of the study on Jamaican teachers?","Question",{"text":63,"@type":64},"The study examines Jamaican teachers’ perspectives on using performance-based evaluation as a mode of compensation, and whether performance-based pay and contracts are justified.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What do teachers generally think about performance evaluation and compensation?",{"text":68,"@type":64},"About two-thirds of teachers agree or strongly agree that teachers and schools can be objectively evaluated, but only about one-third believe school performance should be tied to performance-based compensation.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the study suggest is needed after identifying this gap?",{"text":72,"@type":64},"The study recommends further dialogue between policy makers and practitioners to improve educational outcomes and to discuss strategies such as performance-based 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SCHOOL ADMINISTRATORS  \nCANUTE S. THOMPSON  \nLAMOINE SAMUELS-LEE  \nThe University of the West Indies, Jamaica  \nABSTRACT  \nThis paper examines the perspectives of Jamaican teachers on performance-based evaluation as a mode of compensation for Jamaican teachers. The paper is written against the backdrop of continued unsatisfactory results of the Jamaican EducationSystem. In 2015, having completed inspections of all 953 public schools, the National Education Inspectorate (NEI) found that 55% of schools were performing unsatisfactorily.  \nThe study found, among other things, that approximately two-thirds of teachers agree or strongly agree that the performance of teachers and schools can be objectively evaluated. However, only approximately one-third held the view that the performance of the school could be the subject of performance-based compensation.  \nThefindings ofthe study suggest that there is a gap between teachers’belief in the objectivity of the performance evaluation system and their readiness and willingness to embrace the idea of being held contractually responsible for the results realized and to be compensated accordingly. This finding points to the need for further dialogue between policy makers and practitioners on the issue of how to improve educational outcomes.  \nThe study recommends that the major players in the education system – the Ministry of Education, the Unions representing teachers, and the University community, among others, convene a series of sessions to discuss the unsatisfactory outputs of the education system and develop strategies to improve both teacher and student performance and accountability. The study proposes that one of the strategies which may be considered is a performance-based payment system.  \nINTRODUCTION  \nThere is a strong positive correlation between the academic performance of students and the quality of teaching and teachers. This view has been convincingly argued by Leithwood, Louis, Anderson, and Wahlstrom (2004) who found that the single most critical determinant of student performance is the quality of teaching and learning. The positions of Leithwood and his colleagues are corroborated by Goldhaber (2008) and Gentles (2016) who contend that investmentsin education, such as additional space to reduce class size and investments in technology are all trumped in their effectiveness by improvements in teacher quality.  \nThe foregoing perspectives are endorsed by Hutton (2010) who identifies nine core qualities of effective school leadership; Fullan (2014) who explores three ways by which a principal can maximize his/her leadership effectiveness; and Davis, Darling-Hammond, LaPointe, and Meyerson (2005), who stress the overwhelming importance of teacher quality as the path to improved school performance.  \nIf teacher quality plays such an overwhelmingly critical role in students’ performance, then the skillful harnessing of the talents of teachers and the evaluation of their performance are indispensable to ensuring maximum impact of teacher quality on students’performance. Citing its  \nEducational Planning 2020 63 Vol. 27, No. 2  \n2005 report, the OECD takes two important platform positions. According to the report, gains in student learning are dependent on highly skilled and motivated teachers, on one hand, and effective monitoring and evaluation of teaching, on the other.  \nThe question of how to evaluate teachers’ performance and the perspectives of teacherson how their performance is evaluated have been the subject of unresolved debate for decades. In Jamaica, for example, the issue is raised each time the government and the unions representing teachers are to commence their wage and fringe benefits negotiations. While the issue of school“performance” is being debated at four levels,(the education system, individual schools and schools generally, teac","cbCaidlCa8b9mJHV","https://ap.wps.com/l/cbCaidlCa8b9mJHV","pdf",173763,21,"English","# Abstract\n# Introduction\n## Teacher quality and student performance\n## Debates over performance evaluation and pay\n## International examples of performance-based compensation\n# Recommendations and implications","[{\"question\":\"What is the focus of the study on Jamaican teachers?\",\"answer\":\"The study examines Jamaican teachers’ perspectives on using performance-based evaluation as a mode of compensation, and whether performance-based pay and contracts are justified.\"},{\"question\":\"What do teachers generally think about performance evaluation and compensation?\",\"answer\":\"About two-thirds of teachers agree or strongly agree that teachers and schools can be objectively evaluated, but only about one-third believe school performance should be tied to performance-based compensation.\"},{\"question\":\"What does the study suggest is needed after identifying this gap?\",\"answer\":\"The study recommends further dialogue between policy makers and practitioners to improve educational outcomes and to discuss strategies such as performance-based payment.\"}]","JAMAICAN TEACHERS’ PERSPECTIVES ON THE DESIRABILITY OF PERFORMANCE-BASED PAYMENT - Lessons for Education Policy Makers and School Administrators | PDF",1792095242,53]