Role-related interests and perceptions of a teacher incentive program: case studies of three elementary schools

This study investigated the nature and impact of role-related interests on an attempt at organizational change in the school context. The change effort was an attempt to impose new teacher evaluation procedures in three elementary schools during the conduct of a pilot project. These schools implemented teacher evaluation procedures that were designed as a component of a teacher incentive program.

A conceptual model guided this research. The expectation was that role-related interests would have a direct effect on the various actors' perceptions of the teacher evaluation plan. The model presented other factors that would tend to intervene between the actor's role-related interests and perceptions of the plan. These potential intervening variables were defined as: (1) experiences during the pilot, (2) interpersonal relations, and (3) assignment of ratings.

The research questions for this study were defined as follows:

1. What are the role-related interests of the key actors at the school building level in the implementation of the pilot plan?

2. How are these interests related to perceptions of the plan?

3. How are perceptions of the plan influenced by experiences that occur during the pilot program?

4. How are perceptions of the plan influenced by interpersonal relations existing between key actors and significant others during the pilot program?

5. How are perceptions of the plan influenced by the actual process of assigning ratings to teachers?

A multiple-case design and multiple data gathering methods were employed in addressing the problem from an organizational perspective. Collection of data was begun in the fall of 1984 and completed in the spring of 1985, spanning the duration of the pilot project, which was one school year. Data were collected through interviews, observations, and document analysis.

Role-related interests were found to be related to overall initial perceptions of the plan. Those who perceived positive impacts on their own satisfactions and needs were more likely to be positively disposed toward the plan in general and more likely to feel that the plan would achieve its intended goals. The relationship between role-related interests and plan perceptions was influenced by experiences during the pilot and interpersonal relations. A change in perceptions of the plan over time was found to be related to the process of assigning ratings to teachers and to the leadership of the principal.