scholarly journals Examining Student Achievement, Teacher Effectiveness, and Merit Pay in a Rural School District

2020 ◽  
Vol 3 (2) ◽  
pp. 11-39
Author(s):  
Mary Boudreaux ◽  
Jill Faulkner
Keyword(s):  
Student Achievement ◽  
School District ◽  
Teacher Effectiveness ◽  
Merit Pay ◽  
Rural School ◽  
Education Level ◽  
Content Area ◽  
Achievement Scores ◽  
Years Of Experience ◽  
Rural School District

With more rigorous standards and testing at the forefront of educational reform across the nation, the rural school district in this study developed a strategic compensation plan with bonus pay based on student test scores as a teacher success incentive. A causal-comparative study was conducted to examine the effect of teacher merit pay levels on teacher effectiveness and student achievement within a rural school district. The study also considered if there is a difference among the teacher effectiveness levels and student achievement scores and certain moderating variables including content area, years of experience, gender, and education level. One-way ANOVA analysis determined student achievement scores were significantly lower when the teacher did not qualify for a bonus than at any and every other bonus level. Linear regression analyses found significant moderation effects for years of experience, education level, and content area, but not for teacher gender.

scholarly journals Does Physical Activity Programming Influence Health and Wellness Attitudes in a Rural School District?

2018 ◽  
Vol 50 (5S) ◽  
pp. 64
Author(s):  
Madeline A. Lyon ◽  
Timothy K. Behrens ◽  
Dick Carpenter ◽  
Elizabeth Tucker ◽  
Carmen Luna ◽  
...  
Keyword(s):  
Physical Activity ◽  
School District ◽  
Rural School ◽  
Health And Wellness ◽  
Rural School District ◽  
Physical Activity Programming

Predictors of Teachers’ Reading Skills in a Rural School District in Northeastern Mindanao Philippines

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Loveleah B. Albarillo
Keyword(s):  
School District ◽  
Rural Areas ◽  
Reading Skills ◽  
Reading Skill ◽  
Rural School ◽  
The Philippines ◽  
Rural Teachers ◽  
Rural School District ◽  
Standardized Reading Test

Reading is a problem for teachers in the Philippines. It becomes even more acute for teachers in rural areas. In Surigao del Sur (Northeastern Mindanao—Philippines), the problem is especially worrisome. I designed a study that determines the predictors of the reading skills of teachers in a rural school district. To analyze the data, I used the frequency weighted mean, Pearson Moment-Product Correlation Coefficient, and regression analysis. I also used a standardized reading test as the reading instrument. On top of that, I asked the teachers to build a personal profile with socio-demographic and pedagogical variables. I gathered the data through a questionnaire. The results confirm in Surigao del Sur what is known to be the state of reading habits of teachers in the Philippines. The quality of reading skills is low or poor. The teachers are not able to teach competently in language and reading. They have higher order skills in scanning and points of view. They have average levels of vocabulary. They use study aids infrequently. They have low levels of reading comprehension. Age is the most important predictor of reading skill. It tends to decline as teachers grow older. They read less the longer they stay in the service. It is specifically noticeable among teachers who do not exert the effort to deepen their professional studies. Teachers 40 and above need a special reading intervention. To prevent a decline in reading skill, all rural teachers ought to do graduate-level work.   Keywords - socio-demographic variables, pedagogical variables, reading skills of teachers

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