Performance-Reward Based for Teachers: Implications for Educational Outcomes in Nigerian Secondary Schools

Authors

Samuel Oyebolu
K.O. Muraina

DOI

10.58809/FNRM7378

Abstract

Performance-related pay for teachers is being introduced in many countries, amidst much controversy and opposition from teachers and unions alike (Denver, 2006; and Houston, 2006). The rationale for these programmes is the notion that incentive pay may motivate teachers to improve their performance. For example, in early December 2000, the Israeli Ministry of Education unveiled a new teachers’ bonus experiment in forty-nine Israeli high schools. The main feature of the programme was an individual performance bonus paid to teachers on the basis of their own students’ achievements. The experiment included all English, Hebrew, Arabic, and Mathematics teachers who taught classes in grades ten through twelve in advance of matriculation exams in these subjects in June 2001.

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This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

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Recommended Citation

Oyebolu, Samuel and Muraina, K.O. (2010) "Performance-Reward Based for Teachers: Implications for Educational Outcomes in Nigerian Secondary Schools," Academic Leadership: The Online Journal: Vol. 8: Iss. 4, Article 48.
DOI: 10.58809/FNRM7378
Available at: https://scholars.fhsu.edu/alj/vol8/iss4/48