Teachers’ Perceptions of Individual Performance-related Pay in Practice: A Picture of a Counterproductive Pay System

Lundström, Ulf

doi:10.1177/1741143212436954

Cited by 14 publications

(6 citation statements)

References 18 publications

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“…The focus of assessments is mainly on student or school performance, but the individual teachers are also scrutinized (Daun 2004, Houtsonen et al 2010, Rönnberg 2012. Individual performance-related pay for teachers and other school staff, introduced in 1996, is an important, but often neglected, governance technique, which increases school leaders' power to decide what constitutes quality and performance at the expense of teachers' professional judgement and autonomy (Lundström 2012).…”

Section: Internal Marketizationmentioning

confidence: 99%

Educational marketization the Swedish way

Lundahl¹,

Arreman²,

Holm³

et al. 2013

Education Inquiry

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229

153

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Sweden has commonly been regarded as a striking example of a social democratic welfare-state regime (Esping-Andersen 1996), characterized by strong state governance and active involvement in welfare matters. In the last two decades, however, the Swedish public sector and education system have been radically and extensively transformed in a neo-liberal direction, a move that was preceded by extensive decentralization of decision-making from the state to municipalities and schools. In this article the scope, character and some of the consequences of internal and external marketization of Swedish education in the early 2000s are summarized, and the impact of competition on the internal workings of upper secondary schools is highlighted in particular. We conclude that the external marketization of education has proceeded a long way and Sweden also fully embraces new public management, i.e. 'inner marketization', of education in most respects. However, aspects of the older social democratic policy paradigm are still visible with regard to the assigned functions, values and governance of education.

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Section: Internal Marketizationmentioning

confidence: 99%

Educational marketization the Swedish way

Lundahl¹,

Arreman²,

Holm³

et al. 2013

Education Inquiry

Self Cite

229

153

View full text Add to dashboard Cite

show abstract

“…Det är rektorerna som i slutänden avgör definitionen av kvalitet och vad en bra lärare är. Jag har i en tidigare artikel (Lundström 2011) analyserat den individuella lönesättningen och visade på att i de granskade fallen (studie 1) var systemet till stora delar kontraproduktivt. Inga delar av lönesystemet fungerade som avsett: kriterierna var ofta oklara eller okända, det var än mer oklart hur prestationer kunde mätas och jämföras på ett rättvist sätt och lönesamtalen uteblev eller saknade relevant innehåll.…”

Section: Granskningskulturunclassified

Lärares professionella autonomi under New Public Managementepoken

Lundström¹

2018

U&D

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Teachers' Professional Autonomy During the New Public Management Epoch. The last few decades of intensive school reform has affected and continue to affect teachers' work and the construction of the teaching profession. This article examines how upper secondary school teachers perceive and respond to the consequences for their professional autonomy of recent school reforms and restructurings. Based on empirical material from interviews of 119 teachers in three studies conducted between 2002 and 2014, the findings indicate that teacher autonomy has been reduced by school reforms and restructurings since the late 1980s. Most of these policies are neo-liberal policies or New Public Management technologies. The findings testify to the ongoing emphasis on the significance of market logics as well as on how these work together with bureaucratic logics to shift occupational professionalism to organizational professionalism and licensed autonomy to regulated autonomy.

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“…The nature and range of the goals and targets included in PRP schemes is an important consideration. For example Eijkenaar et al (2013), Leigh (2013) and Lundstrom (2012) proposed PRP schemes will be more effective when goals are specific and easy to track and measure, with Coleman (2010) noting that outcomes which are more difficult to measure may be more prone to gaming, although simple targets could lead to a misallocation of effort from individuals participating in the schemes. PRP schemes in the education sector have been primarily focused on simple measures such as students' performance in standardised tests, although Yuan et al (2013) questioned whether test scores adequately captured all the important elements of teaching performance, with Fryer (2011) suggesting outcome measures such as pupil attendance, homework completion, etc., could be additional incentivised outcomes.…”

Section: Designing Prp Schemesmentioning

confidence: 99%

Performance-related-pay in the UK public sector

Bajorek

Bevan

2015

Journal of Organizational Effectiveness: People and Performance

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Purpose – The purpose of this paper is to provide an up-to-date, comprehensive, independent and credible assessment of relevant academic and other literature since 2007, on the effectiveness and value for money of performance-related-pay (PRP) in the public sector. Design/methodology/approach – PRP was studied using both economics-based literature and literature from the organisational and management field (including human resources, management sociology and psychology). An initial search of databases identified 7,401 documents regarding PRP in the public sector, which was reduced to 57 final papers included in the study (27 in the health sector, 16 in the education sector and 16 in the civil service) after abstract and full paper screening. Findings – The review found some evidence that PRP schemes can be effective across the three domains of the public sector for which there was evidence available (health, education and the civil service), but findings within and between the sectors are mixed, with scheme effectiveness often dependent on scheme design and organisational context. Research limitations/implications – The research highlights the importance of considering both economics-based and organisational literature when discussing PRP in the public sector, and the implications for motivation and PRP design. Practical implications – The results indicated that the design of PRP schemes could influence their effectiveness and outcomes, and the research suggests how the challenges of designing and implementing PRP schemes can be overcome in the public sector. Social implications – The review highlights that when implementing PRP schemes there may be gender differences in their overall effectiveness (especially in education) and there must be consideration for how fairly the PRP scheme is perceived. Originality/value – The paper uses literature from economics and behavioural sciences when looking at the motivational implications for PRP in the public sector.

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Teachers’ Perceptions of Individual Performance-related Pay in Practice: A Picture of a Counterproductive Pay System

Cited by 14 publications

References 18 publications

Educational marketization the Swedish way

Educational marketization the Swedish way

Lärares professionella autonomi under New Public Managementepoken

Performance-related-pay in the UK public sector

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