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Abstract

This study is an examination of teachers’ perceptions of monetary incentives including supplementary stipends and merit pay within the state of New Jersey. Participants (N = 619) completed an online questionnaire to indicate their opinions of remuneration for mentoring, teaching in subject shortage areas or high priority locations, sponsorship of co-curricular activities, increases for exceptional performance within a given year, school wide bonuses for all faculty based upon school performance, “sign on” bonuses for the initial year of employment, and performance-related promotion based upon career ladder steps. Participants indicated no opposition to stipends for extra duties and strong opposition to merit pay incentives based upon performance. There were no significant differences (p < .05) for various forms of merit pay by assignment, location, and years of teaching experience except between early (38%) and middle (63%)/late (70%) career teacher experience level groupings in their opposition to “sign on” bonuses (χ2 = 10.04, p < .05). Analyses of qualitative data regarding opposition to merit pay identified the following themes: (a) competition, (b) subjectivity, (c) ethics, and (d) inequity. A need for continued study is discussed and suggestions for future investigations are proposed.

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