Opening the Black Box: Behavioral Responses of Teachers and Principals to Pay-for-Performance Incentive Programs
利用北卡罗来纳州数据，研究教师获得绩效奖金如何影响其对学校领导效能和工作环境的看法，发现未获奖金的学校反而感知到工作质量提升，且这种积极效应集中在有失败历史的学校。
Educator incentive programs offer the promise of better aligning teacher compensation with effort, but potentially at the cost of introducing conflict or stress. Using North Carolina data, we examine how teachers’ receiving a performance bonus influences perceptions of the efficacy of school leadership and work environment. Surprisingly, results show perceived improved workplace quality in schools that barely missed the bonus, suggesting that the failure prompts positive change in the organization. Further, favorable survey responses and test score improvements are isolated to schools with some history of failures, suggesting a role for experimentation by school leadership to find reforms that work.