Skip Navigation

This Article
Right arrow Full Text (PDF)
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Alert me to new issues of the journal
Right arrow Add to My Personal Archive
Right arrow Download to citation manager
Right arrow Search for citing articles in:
ISI Web of Science (4)
Right arrowRequest Permissions
Google Scholar
Right arrow Articles by Adnett, N.
Right arrow Search for Related Content
Related Collections
Right arrow I28 - Government Policy
Right arrow J33 - Compensation Packages; Payment Methods
Right arrow J44 - Professional Labor Markets and Occupations
Social Bookmarking
Add to CiteULike   Add to Connotea   Add to Del.icio.us  
What's this?

Cambridge Journal of Economics 27:145-157 (2003)
Copyright © 2003 Cambridge Political Economy Society

Article

Commentary. Reforming teachers' pay: incentive payments, collegiate ethos and UK policy

Nick Adnett *

*Staffordshire University Business School.

Address for correspondence: Nick Adnett, Economics Division, Staffordshire University Business School, Leek Road, Stoke-on-Trent ST4 2DF, UK; email: n.j.adnett{at}staffs.ac.uk

Abstract

We examine the economic rationale for the expansion of incentive pay for school-teachers in England and Wales. While incentive pay usually improves performance in terms of targeted output, research also suggests that dysfunctional behaviour is likely, particularly in occupations with multiple goals such as teaching. We develop an economic analysis of the ‘threat to collegiate ethos’ argument of those opposing increased use of incentive pay. This analysis suggests that the presence of asymmetric information, externalities and teamwork effects can provide a rationale for encouraging professional motivation.

Key Words: Teachers' pay • Incentive pay • Professional labour markets


Add to CiteULike CiteULike   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us    What's this?


This article has been cited by other articles:


Home page
 Educational Management Administration LeadershipHome page
P. Davies and G. Coates
Competing Conceptions and Values in School Strategy: Rational Planning and Beyond
Educational Management Administration Leadership, January 1, 2005; 33(1): 109 - 124.
[Abstract] [PDF]


Disclaimer:
Please note that abstracts for content published before 1996 were created through digital scanning and may therefore not exactly replicate the text of the original print issues. All efforts have been made to ensure accuracy, but the Publisher will not be held responsible for any remaining inaccuracies. If you require any further clarification, please contact our Customer Services Department.