The Motivational Impact of School-Based Performance Awards
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Abstract
This article examines the ways in which school-based performance award (SBPA) programs motivate teachers to modify or improve teaching practice. Qualitative and survey data from SBPA programs in Kentucky, Charlotte-Mecklenburg (North Carolina), Douglas County (Colorado), and Maryland suggest that SBPA programs motivate teachers largely by creating conditions that increase intrinsic rewards and focus teacher efforts, such as opportunities for professional collaboration, feedback on student performance, a clear goal focus, and alignment of organizational resources. Depending on the specific design, SBPA programs can also have negative consequences, such as increased teacher stress.