Exploring the Role of Financial Incentives in Teacher Decision-Making:

1. Exploring the Role of Financial Incentives in Teacher Decision-Making: The case of National Board Certification in Washington State Elise St. John, CREST Fellow University of Washington Sponsored by the US Department of Education, Institute of Education Sciences (#R305B090012) Study Context Methodology Selected Findings • Qualitative case study • “We cannot observe feelings, thoughts, and intentions (Patton, 2002). Washington state NBCT Incentive Program: Influence of Incentives on Teacher Decision Making: NBCT Policy Goals Policy Instruments Sampling Frame High perceived value of financial incentives $5,000 for obtaining NBCT Improve quality of teacher workforce Semi-structured interviews with 7 teachers in one large urban district, all within different schools Mr. Holmes Mr. Lake $5,000 for teaching in “challenging” school Influence equitable distribution of accomplished teachers Costs Benefits Ms. Jeffrey Ms. Shaw Mrs. Smith Mrs. Tanner • Conceptual Framework • Incentive Theory helps conceptualize understanding of the choices teachers make with regard to the dual policy incentives (Laffont and Martimort, 2002). • Note: Two choice mechanisms: • Pursuing NBCT vs. not doing so or other certification options • Considering place of employment Ms. Lane Low perceived value of financial incentives • Some Factors that Influence Decision to Pursue NBCT • Perception of the NBCT program • Career trajectory • Other educational credentials • Perceived ability to succeed • Program funds/access to State or District loans • Financial incentives • Some Factors that Influence Decision to Teach in High Poverty School • School-level characteristics • Collegial relationships • School leadership • Students • Teaching assignment • School location • Pursuit of Social Justice • Research Problem • Policy assumes teachers motivated by monetary reward • Little research examining how incentives influence teachers’ decision-making. • Research Questions • How financial incentives influence the decisions to pursue NB certification and teach in high-poverty schools? • What other forces and conditions explain teachers’ decision-making? • Next Steps • Need for alternative research strategies • Other theoretical perspectives