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This analysis delves into the motivations behind becoming a teacher and the implications of merit pay on educational practices. It examines various factors that inspire educators, such as working with children, a love for teaching, and the desire for autonomy and creativity in the classroom. Additionally, it addresses how student performance affects teacher compensation and preferences for teaching high-achieving, struggling, or mixed-ability students. The findings aim to provide insights for educators and policymakers regarding effective merit-based systems in education.
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What's your strongest motive for becoming a teacher? • Working with children • Love of what I teach • Nature of the job (e.g., autonomy, creativity) • Salary and benefits
If my students' performance does not affect my pay, I would prefer to work with: • High-achieving students • Low-achieving/struggling students • Students with special needs • A mix of students
If my students' performance doesaffect my pay, I would prefer to work with: • High-achieving students • Low-achieving/struggling students • Students with special needs • A mix of students
I have worked on commission, for bonuses, or in other merit systems. • Yes • No
