Commentary. Reforming teachers' pay: incentive payments, collegiate ethos and UK policy
分析了英格兰和威尔士学校教师激励性薪酬扩张的经济学原理，指出激励可能引发功能失调行为，并论证了不对称信息、外部性和团队效应为鼓励职业动机提供了理由。
We examine the economic rationale for the expansion of incentive pay for school-teachers in England and Wales. While incentive pay usually improves performance in terms of targeted output, research also suggests that dysfunctional behaviour is likely, particularly in occupations with multiple goals such as teaching. We develop an economic analysis of the 'threat to collegiate ethos' argument of those opposing increased use of incentive pay. This analysis suggests that the presence of asymmetric information, externalities and teamwork effects can provide a rationale for encouraging professional motivation. Copyright 2003, Oxford University Press.