This article reports the results of an empirical study examining whether the benefits of school council service function as incentives for teachers to seek the position. Public school teachers (N = 132) read a recruitment message depicting the financial awards and informal rewards accruing to council members and indicated the likelihood that they would seek the position. Analysis of variance revealed that categories of job benefits (pecuniary, nonpecuniary) interacted with teacher job experience (relatively inexperienced, experienced) to influence teacher ratings of the recruitment message. Teachers with 10 years or fewer than 10 years teaching experience reacted more positively to recruitment messages emphasizing pecuniary job benefits than did teachers with more than ten years teaching experience. The results have implications for policies designed to restructure the educational workplace.
"Educational Assessment, Evaluation and Accountability" – Springer Journals
Published: Oct 4, 2004
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