THE RELATIONSHIP BETWEEN MERIT-PAY ON TEACHER RETENTION AND STUDETNT ACHEIVMENT IN A RURAL SCHOOL IN TEXAS

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dc.contributor.advisorHarper, Irma
dc.contributor.advisorBigham, Gary
dc.contributor.committeeMemberGarrison, Mark
dc.creatorSizemore, Patrick
dc.date.accessioned2024-04-02T18:05:26Z
dc.date.available2024-04-02T18:05:26Z
dc.date.created2023-12
dc.date.issuedDecember 2023
dc.date.submittedDecember 2023
dc.date.updated2024-04-02T18:05:27Z
dc.description.abstractThe final composite explores the challenges faced by rural schools in the retention of high-quality teachers. The first scholarly deliverable is a case study article that could be used to teach masters or doctoral candidates in the field of educational leadership. The title of this article is “Teacher Incentive Allotment: Attempts at Teachers Recruitment and Retention.” This case reviews a teacher’s experience with the teacher incentive allotment as she attempts to earn an additional $20,000 a year and the impact it has had on her retention. The final scholarly deliverable is an empirical article titled “The Relationship Between Merit-Pay on Teacher Retention and Student Achievement in a Rural School in Texas.” This empirical article explores a rural school district’s first 3 years of participating in the Teacher Incentive Allotment program in Texas and its relationship to retention and student achievement
dc.format.mimetypeapplication/pdf
dc.identifier.uri
dc.identifier.urihttps://hdl.handle.net/11310/6403
dc.subjectEducation, Administration
dc.subject.otherincentive pay, evaluations, recruitment, retention
dc.titleTHE RELATIONSHIP BETWEEN MERIT-PAY ON TEACHER RETENTION AND STUDETNT ACHEIVMENT IN A RURAL SCHOOL IN TEXAS
dc.typeThesis
dc.type.materialtext
thesis.degree.collegeTerry B. Rogers College of Education and Social Sciences
thesis.degree.departmentEducation
thesis.degree.grantorWest Texas A&M University
thesis.degree.nameDoctor of Education

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