Team Performance Pay and Motivation Theory: A Mixed Methods Study

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dc.contributor.authorWells, Pamela
dc.contributor.authorCombs, Julie P.
dc.contributor.authorBustamante, R. M.
dc.date.accessioned2018-11-05T17:42:39Z
dc.date.available2018-11-05T17:42:39Z
dc.date.issued2013
dc.descriptionArticle originally published in The Journal of Research in Educationen_US
dc.description.abstractThis study was conducted to explore teachers’ perceptions of a team performance pay program in a large suburban school district through the lens of motivation theories. Mixed data analysis was used to analyze teacher responses from two archival questionnaires (Year 1, n = 368; Year 2, n = 649). Responses from teachers who participated in the team pay performance system reflected high levels of expectancy. Results were mixed for teachers’ perceptions of equity. Some teachers expressed concerns related to distributive justice and procedural justice of the performance pay process. Implications for researchers and practicing educators are discussed.en_US
dc.description.departmentEducation
dc.identifier.citationWells, P., Combs, J.P., Bustamante, R.M. (2013). Team performance pay and motivation theory: A mixed methods study. The Journal of Research in Education, 2, 116-125.en_US
dc.identifier.urihttps://hdl.handle.net/20.500.11875/2427
dc.language.isoen_USen_US
dc.publisherThe Journal of Research in Educationen_US
dc.subjectTeacher performanceen_US
dc.subjectTeam performance payen_US
dc.subjectPerformance payen_US
dc.subjectMotivation theoryen_US
dc.titleTeam Performance Pay and Motivation Theory: A Mixed Methods Studyen_US
dc.typeArticleen_US

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