Relevant bibliographies by topics / Teachers' Performance and Productivity

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'Teachers' Performance and Productivity'

Author: Grafiati
Published: 4 June 2025
Last updated: 23 June 2025

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Journal articles on the topic "Teachers' Performance and Productivity"

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Maria Sappa, Atriani, Mesta Limbong, and Lisa Grasia Kailola. "Contribution Of Teacher Performance Commitment And Motivation On Teacher Work Productivity In SMPN Tana Toraja District." International Journal of Educational Management and Innovation 4, no. 2 (2023): 139–55. http://dx.doi.org/10.12928/ijemi.v4i2.7692.

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This study aims to determine how much dedication and motivation contribute to the job productivity of teachers at SMPN in the Tana Toraja District. This research employed regression analysis and a quantitative methodology. The quantitative technique was chosen for this study since the specifications of this design are methodical, organized, and adequately structured from the beginning to the end of the research design process. This research had 75 participants from 3 UPT SMPNs in Tana Toraja. This study also employed a descriptive method to explain the issue or research findings better. The results of this study indicated that: (1) There Was a significant positive effect between teacher commitment on teacher work productivity in Public Middle Schools in Tana Toraja Regency. This showed that other factors significantly influenced the work productivity of teachers in Public Middle Schools in Tana Toraja Regency. (2) There was a significant favorable influence between teachers' work motivation on teacher work productivity in State Junior High Schools in Tana Toraja Regency. This showed that the higher the teacher's work motivation, the higher the teacher's productivity. (3) There was a significant positive effect between teacher commitment and teacher work motivation on teacher work productivity in Public Middle Schools in Tana Toraja Regency. This showed that the higher the teacher's commitment and work motivation, the higher the teacher's productivity.
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Azhari, M. "HUBUNGAN ANTARA EFEKTIVITAS KEPEMIMPINAN KEPALA SEKOLAH DAN IKLIM ORGANISASI DENGAN PRODUKTIVITAS KERJA GURU SEKOLAH DASAR NEGERI DI KECAMATAN TENGGARONG." PENDAS MAHAKAM: Jurnal Pendidikan Dasar 4, no. 1 (2020): 55–67. http://dx.doi.org/10.24903/pm.v4i1.397.

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The research purposes are to find out the relationship between effectiveness principals leadership with teachers work productivity, the relationship between organisational climate with teachers work productivity, the relationship between effectiveness principals leadership and organisational climate simultaneously with teacher’s work productivity. The population of this research were teachers of elementary school in Tenggarong District, with the total of 750 teachers and 88 of them were taken as sample by using random sampling. Quantitative research method is the kind of descriptive research with correlative study. The result of descriptive analysis showed that there has constribution teachers work productivity was in middle category, is equal to 60%, the majority of effectiveness principals leadership in middle category that is equal to 56%, and the organisational climate is in the middle category. So majority that is equal to 62%. Thus a good descriptive performance, motivation and discipline of teachers working at the medium category. The results found that (a) there was a positive and significant relationship between effectiveness principals leadership (X1) with teacher’s work productivity (Y) at a weak level, amounting to 0.356 with a 0.114 coefficient of determination, and the regression equation Ŷ = 37.438 +0.56 X1. (b) there was a positive and significant relationship of organizational climate (X2) teacher’s work productivity (Y) at the current level of closeness, amounting to 0.491 with a coefficient of determination value of 0.2411, and the regression equation Y = 9.082 + 1199X2 (c) there was a positive and highly significant correlation between the variables of work motivation of teachers (X1) and the variable of work discipline teachers (X2) together with special-ed teacher performance variables Samarinda (Y) at the level of closeness that is, that is equal to 0.646 with value coefficient of determination of 0.418 and regression equation y = 11 460 + 0.152X1 + 1.317X2.
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Lavy, Victor. "Performance Pay and Teachers' Effort, Productivity, and Grading Ethics." American Economic Review 99, no. 5 (2009): 1979–2011. http://dx.doi.org/10.1257/aer.99.5.1979.

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This paper presents evidence about the effect of individual monetary incentives on English and math teachers in Israel. Teachers were rewarded with cash bonuses for improving their students' performance in high-school matriculation exams. The main identification strategy is based on measurement error in the assignment to treatment variable that produced a randomized treatment sample. The incentives led to significant improvements in test taking rates, conditional pass rates, and mean test scores. Improvements were mediated through changes in teaching methods, enhanced after-school teaching, and increased responsiveness to students' needs. No evidence was found of manipulation of test scores by teachers. (JEL I21, J31, J45)
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Bautista, Cerisa M. "ENHANCING TEACHER PRODUCTIVITY THROUGH SCHOOL SUPPORTS." Ignatian International Journal for Multidisciplinary Research 2, no. 8 (2024): 1637–59. https://doi.org/10.5281/zenodo.13576492.

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This study investigates the extent of instruction-related support provided to teachers in selected schools in Trinidad, Bohol, during the School Year 2022-2023, with the aim of informing a strategic plan to enhance teacher productivity. The research explores various demographic and professional factors among teachers and administrators, including age, gender, educational attainment, years of service, performance, and participation in relevant leadership training and seminars. Additionally, it examines the perceived level of support received by teachers in areas such as administrative assistance, peer collaboration, the learning environment, professional development opportunities, productivity recognition, and rewards. The findings reveal a significant gender imbalance, with female teachers and administrators predominantly outnumbering their male counterparts. Performance evaluations indicate consistent "Very Satisfactory" ratings across the board, although teachers report lower levels of productivity recognition compared to administrators. Both groups perceive the learning environment and professional development opportunities positively, although teachers express only moderate satisfaction with school culture. A key finding is the significant relationship between the extent of instruction-related support and teacher performance, underscoring the importance of targeted support mechanisms in enhancing educational outcomes. Based on these insights, the study recommends actions to address gender diversity, improve equity in productivity recognition, and strengthen institutional support and school culture. These recommendations aim to foster a more inclusive, supportive, and effective educational environment that enhances teacher satisfaction and productivity, ultimately benefiting both educators and students.
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Sudana, I. Made. "Analisis meta pada manajemen pasca pelatihan untuk meningkatkan produktivitas guru di SMK." Jurnal Pendidikan Vokasi 1, no. 1 (2011): 133. http://dx.doi.org/10.21831/jpv.v1i1.5808.

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META ANALYSIS IN POST TRAINING MANAGEMENT TO IMPROVE TEACHER PRODUCTIVITY IN VOCATIONAL SCHOOLPost in-service training programs of teachers have never been evaluated to investigate their effectiveness and productivity. Some factors are indicated to affect unmeasured productivity of the program: (1) there is no a clear procedure in evaluating productity of in-service training program, (2) there is no standardized procedures to evaluate teacher performance, (3) a complex teachers' background make evaluation instrument is difficult to be developed, (4) trainings have not been based on teachers needs, (5) training content could not be implemented, and (6) monotonous methode were usually employed. However, this research investigated seven advantages: (1) School productivity is improved, (2) relationship between management and staff is in harmony, (3) a faster decision making is achieved, (4) a high commitment and motivation for school community, (5) to push more open management through implementation of participative managerial, (6) more effective communication, and (7) a functional conflict resolution. The advantages for teacher: (1) help teacher to make a better decision making, (2) to help teacher to solve problems, (3) motivational factors are internalized and operationalized, (4) to develop teacher to improve performance, (5) to help teacher to be a self confidence teacher, (6) to help teacher to acquire intellectual and technical ability, (7) to improve teacher's work satisfaction, (8) more recognition on individual performance, (9) more independent teachers, and (10) lessen teacher's anxious toface future.
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Ayeni, Adeolu Joshua, and Rita Titilayo Ojo. "DECISION – MAKING MODEL AND PRODUCTIVITY IN PUBLIC SECONDARY SCHOOLS IN ONDO NORTH SENATORIAL DISTRICT OF ONDO STATE, NIGERIA." International Journal of Education, Teaching, and Social Sciences 2, no. 1 (2022): 1–19. http://dx.doi.org/10.47747/ijets.v2i1.596.

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The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria.
 Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.
 Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195].
 It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.
 The dwindling level of teachers’ productivity in Nigerian secondary schools has been a matter of serious concern, which the education stakeholders perceived to be the aftermath effect of the inadequacies in principals’ decision-making strategies. This study therefore investigated the levels of principals’ decision-making strategies and determined the implication for productivity in secondary schools in Ondo North Senatorial District of Ondo State, Nigeria.
 Descriptive survey research design and ex-post facto research design were adopted. The sample comprised 150 school administrators and 600 teachers randomly selected from 30 public secondary schools. Data were collected using three research instruments titled “Principals’ Decision Making Strategies Questionnaire” (PDMSQ), “Teachers’ Productivity Questionnaire” (TPQ), and “Students’ Academic Performance Proforma” (SAPP). Four research questions and seven hypotheses guided the study. Research questions were analyzed using frequency count, and mean, while the hypotheses were tested using Multiple Regression Analysis and Pearson Product Moment Correlation (PPMC) at 0.05 level of significance.
 Results revealed that the consultation strategy (β = .644), collaborative strategy (β = .566), feedback strategy (β = .542) and corporate review strategy (β = .512) had the highest values and positive contributions to teachers’ productivity while the open door strategy had the least contribution to teachers’ productivity (β = .312) at p< 0.05. The result further indicated that there was a significant relationship between open door strategy and teachers’ productivity [r = 0.591>0.195], also there was a significant relationship between principals’ collaborative strategy and teachers’ productivity [r = 0.699>0.195], there was a significant relationship between consultation strategy and teachers’ productivity [r = 0.893>0.195], there was a significant relationship between feedback strategy and teachers’ productivity [r = 0.711>0.195], there was a significant relationship between corporate review strategy and teachers’ productivity [r = 0.698>0.195], and there was a significant relationship between principals’ decision-making strategies and students’ academic performance [r = 0.626 >0.195].
 It was concluded that teachers’ involvement in decision-making is moderate and this accounted for the moderate level of teachers’ productivity and students’ academic performance. Based on the findings, it is recommended that the school principals’ should intensify efforts in the use of consultation, collaborative, feedback and corporate review strategies to enhance decision-making process while the State Ministry of Education should organize seminar/workshop to improve principals’ competence in the use of decision-making strategies to enhance teachers’ productivity in secondary schools.
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Ashade, Rihanat Abiodun, and Shareef Akanbi Ashade. "Revolutionizing Teacher Productivity: Unravelling the Secret of High-Performance Work System in Strategic Human Resource Management." International Journal of Research in Education and Science 10, no. 3 (2024): 561–76. http://dx.doi.org/10.46328/ijres.3414.

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High-performance work systems (HPWS) have been a topic of interest in various industries, but their impact on teachers’ productivity in Nigeria is a crucial area of study. The education sector in Nigeria faces numerous challenges, including inadequate resources, large class sizes, and limited professional development opportunities. In addressing the challenges, this research was conducted to seek their perception of the role of HPWS on teacher’s productivity. Data were collected from the six educational districts of public schools, among 492 teachers in Lagos, Nigeria. The data was analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The findings provide new insights into the value of HPWS in SHRM in the education sector. The result showed that implementing high-performance work systems in this context could potentially lead to improved teacher productivity, benefiting both educators and students alike.
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Fadare, Abigail Oluyemisi, Olaolu Paul Akinnubi, and Clement Aliu Ogbaini. "Boosting Teacher Productivity: Effective Stress Management for Teachers in Public Secondary Schools in Kwara State, Nigeria." Suluh: Jurnal Bimbingan dan Konseling 9, no. 2 (2024): 93–98. http://dx.doi.org/10.33084/suluh.v9i2.7108.

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The productivity of teachers in public secondary schools is vital for common educational development. However, the traumatic nature of the coaching career frequently results in high tiers of pressure amongst educators which could considerably affect their performance and well-being. Therefore, it's miles imperative to put into effect powerful pressure management strategies to assist teachers in improving their productivity and maintaining a healthful work-life balance. This observation investigates the diverse stressors faced by teachers in public secondary colleges in Kwara State, Nigeria and explores the effect of stress on their productivity. Additionally, the paper examines present-day stress control practices and their effectiveness in assuaging the weight of pressure amongst educators. Identifying effective strategies for mitigating pressure, takes a look at goals to enhance teacher productivity and ultimately enhance the great of education in Kwara State. In the end, developing comprehensive guide structures that prioritize the proper well-being of educators lays the inspiration for an extra effective and thriving instructional environment in Kwara State.
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Conley, Sharon. "Book Review: Teachers and Their Workplace: Commitment, Performance, and Productivity." International Journal of Educational Reform 1, no. 4 (1992): 455–58. http://dx.doi.org/10.1177/105678799200100415.

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Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah, and Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence." Journal of Social, Humanity, and Education 1, no. 1 (2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.

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Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility
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Dissertations / Theses on the topic "Teachers' Performance and Productivity"

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Alzahrani, Hamdan M. "Developing a model for assessing the effect of physical indoor environment quality on teachers' performance in Saudi education buildings." Thesis, University of Wolverhampton, 2018. http://hdl.handle.net/2436/621725.

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The nature and quality of the built learning environment affect occupants' comfort, wellbeing and performance. Within the broad range of studies of the physical indoor environment reported in the literature, there are several which have focused on the effects of these environmental conditions on the comfort and physical health of students and teachers, while the main consideration in others is the organizational health of the school. The parameters, which are measured often concern the state and condition of the physical environment. Categories of building features, which appear to influence comfort, health and wellbeing, include thermal sensation, acoustics, lighting, air quality, classroom equipment, learning resources and other aspects of the teachers' workspace. Those components of the physical of indoor environment, which are considered to most strongly affect occupants' comfort, wellbeing and performance, are subject to sets of standards. The aim of this study is to elucidate the association between the indoor environmental quality (IEQ) of educational buildings and teachers' performance. Following a comprehensive review of the literature on the effects of IEQ on teachers' comfort, wellbeing and performance, a case study was conducted in which physical measurements were made of a range of indoor environmental variables in the classrooms of a technical college in Saudi Arabia, during lessons. At the same time, the teachers of those classes were asked to complete a questionnaire designed to investigate the quality of the indoor environment and explore teacher performance. An artificial neural network was then used to create an assessment model in order to test the hypothesis that the quality of the indoor physical environment in educational buildings is related to teacher performance and to predict future data. This research makes both academic and practical contributions to the study of the relationship between IEQ and teachers' performance. The findings of this research will be used as a primary knowledge resource for future researches and to identify initial IEQ parameters and tools for further in-depth studies. In practical terms, it offers standards to help designers to consider the importance of IEQ and its impact on building users.
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Hill, David T. "Measuring information-oriented productivity and performance." Thesis, Virginia Tech, 1989. http://hdl.handle.net/10919/44648.

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This research attempts to answer the question of how to measure the performance of management tools. This study integrates qualitative and quantitative research by developing a set of definitions and a set of indicators for information-oriented performance measurement and by validating the indicators with a statistical analysis. Criteria for measuring organizational system performance are borrowed from Sink (1985) and operationalized for measuring information-oriented performance. The operational measures are applied to a set of information documents. The documents are evaluated by four different groups of subjects. The evaluations are compared to the calculations from the operational measures to address the validity of the measures. The evaluations support the productivity, input quality, and output quality measures. The evaluations don't support the efficiency and effectiveness measures. Further refinement of the validation procedures is suggested before further refinement of the performance measures. This research makes two general contributions: a foundation for further development of performance measures for management tools and recommendations for future research.<br>Master of Science
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Nande, Florence. "Identités multiples d'un salarié, bien-être au travail et performance individuelle au travail : une étude auprès des enseignants-chercheurs de l'Université Française." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTD010.

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Le salarié d’aujourd’hui ne se définit plus seulement par son travail mais par rapport à toutes les expériences qu’il peut vivre. Il possède des identités multiples, issues de toutes les sphères de la vie et ces identités influencent ses actions et ont des conséquences sur son comportement. L’objectif de cette recherche est de comprendre comment les identités multiples d’un salarié interfèrent avec le contexte organisationnel (ressources et exigences) et quelles en sont les conséquences en termes de bien-être et de performance au travail. Pour cela, en s’appuyant sur la théorie de la conservation des ressources (Hobfoll, 1989), trois études empiriques ont été menées auprès d’une population d’enseignants-chercheurs d’Universités Françaises. Plusieurs contributions se dégagent de ces travaux. Premièrement, la nature du rôle médiateur des ressources dans la relation entre identités multiples, bien-être ou performance au travail a été montrée. Celle modératrice des exigences contextuelles également. Deuxièmement, cette recherche contribue à une meilleure compréhension des mécanismes identitaires en jeu. Une typologie des stratégies identitaires mises en place par le salarié en réponse aux signaux de son environnement est proposée. La structuration en réseau des identités multiples, hypothèse formulée par Ramarajan (2014) est également mise en exergue. Ainsi, dans un contexte organisationnel, le salarié est soumis aux signaux de son environnement, émanant des ressources et des exigences, qui constituent pour lui une menace ou une opportunité identitaire. En réponse, il met en place des stratégies pour contrer la menace ou saisir l’opportunité. Suivant le résultat de ces stratégies et la structure du réseau d’identités que l’individu possède, la menace ou l’opportunité identitaire peuvent se propager via le réseau dans le réservoir de ressources de l’individu provoquant spirales de perte ou de gain de ressources avec des conséquences sur son bien-être et sa performance individuelle au travail<br>The employees are not anymore defined by the work they accomplish, but also by the experiences they live. They have multiple identities from several spheres of life, and these identities influence their actions, and by extension have consequences on their behaviour. The aim of this research is to understand how multiple identities of an employee interfere with the organisational context (resources and exigences), and what the consequences are in term of workplace well-being and individual performance. In that line, three studies based on the resources conservation theory (Hobfoll, 1989) have been conducted with teacher-researchers. This thesis generated several contributions. First, the nature of the mediator role of resources in the relation between multiple identities, workplace well-being and individual performance have been shown. The moderator role for exigences also. Second, this research contributes to a better understanding of identity mechanism in game. A typology of identity strategies elaborated by employees in responses to their environmental signals are suggested. The network structure of multiple identities, a hypothesis expressed by Ramarajan (2014) is also verified. In that sense, in an organisational context, the employee is subjected to environmental signals (from resources and exigences) which establish for them an identity threat or an identity opportunity. In response, they build strategies. According to the results of these strategies, and the identity network structure of the person, the identity threat or identity opportunity can spread via the network within the resources reservoir of the person, generating gain or loss spiral of resources, with consequences on workplace well-being and individual performance
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Powell, Robert A. II (Robert Andre). "Productivity performance of US passenger airlines since deregulation." Thesis, Massachusetts Institute of Technology, 2012. http://hdl.handle.net/1721.1/74472.

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Thesis (S.M. in Transportation)--Massachusetts Institute of Technology, Dept. of Civil and Environmental Engineering, 2012.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (p. 97-98).<br>To evaluate US passenger airlines' productivity performance since the airline deregulation in 1978, this research measures and compares productivity at both the US airline industry and individual carrier levels. Productivity is measured at the aggregate airline industry level in terms of multifactor productivity (MFP), the ratio of a single output to a combination of inputs, in order to compare industry productivity over time from 1978 to 2009. In addition, productivity is measured at the disaggregate carrier level in terms of total factor productivity (TFP), the ratio of total outputs to total inputs, to compare productivity growth across airlines and over time from 1995 to 2010. Our key findings indicate US passenger airlines have experienced tremendous MFP improvements since deregulation despite periods of reduced productivity levels that coincide with exogenous factors that include economic recessions, fuel price spikes, and other unforeseen events. Cumulative MFP in terms of airline traffic (RPMs) and network capacity (ASMs) increased 191% and 117%, respectively, between 1978 and 2009. This implies, irrespective of output measure, US passenger airlines have at least doubled their productive abilities over the past three decades. If RPMs are used as the measure of output, productivity has almost tripled. Looking at individual US carriers' productivity, low-cost carriers achieved rapid TFP growth in the early 2000s before leveling off in the latter portion of the decade. The restructuring efforts of legacy carriers enabled them to improve their productivity growth in the latter part of the 2000s, although at a much lower rate than their low-cost counterparts. As of 2010, although low-cost carriers had a slight advantage in TFP levels, evidence of convergence exists, irrespective of carrier type. Regression analyses indicates, on average, low-cost carriers experienced higher TFP growth and network control variables such as average stage length, load factor, and block hours per day were important factors that help explain observed TFP differentials among carriers.<br>by Robert A. Powell II.<br>S.M.in Transportation
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Swahn, Henrik. "Pthreads and OpenMP : A performance and productivity study." Thesis, Blekinge Tekniska Högskola, Institutionen för programvaruteknik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-12741.

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Today most computer have a multicore processor and are depending on parallel execution to be able to keep up with the demanding tasks that exist today, that forces developers to write software that can take advantage of multicore systems. There are multiple programming languages and frameworks that makes it possible to execute the code in parallel on different threads, this study looks at the performance and effort required to work with two of the frameworks that are available to the C programming language, POSIX Threads(Pthreads) and OpenMP. The performance is measured by paralleling three algorithms, Matrix multiplication, Quick Sort and calculation of the Mandelbrot set using both Pthreads and OpenMP, and comparing first against a sequential version and then the parallel version against each other. The effort required to modify the sequential program using OpenMP and Pthreads is measured in number of lines the final source code has. The results shows that OpenMP does perform better than Pthreads in Matrix Multiplication and Mandelbrot set calculation but not on Quick Sort because OpenMP has problem with recursion and Pthreads does not. OpenMP wins the effort required on all the tests but because there is a large performance difference between OpenMP and Pthreads on Quick Sort OpenMP cannot be recommended for paralleling Quick Sort or other recursive programs.
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Захарова, Ірина Вікторівна, Ирина Викторовна Захарова, and Iryna Viktorivna Zakharova. "Innovation performance for environmental and resource productivity estimating." Thesis, Видавництво СумДУ, 2006. http://essuir.sumdu.edu.ua/handle/123456789/8496.

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Toth, David M. "Improving the productivity of volunteer computing." Worcester, Mass. : Worcester Polytechnic Institute, 2008. http://www.wpi.edu/Pubs/ETD/Available/etd-031508-210647/.

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Chapman, Alisa Rouse William Arthur. "Teacher preparation cost study : a comparative analysis of UNC system-level financial inputs against campus-level productivity outputs." [Greenville, N.C.] : East Carolina University, 2009. http://hdl.handle.net/10342/1888.

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Thesis (Ed.D.)--East Carolina University, 2009.<br>Presented to the faculty of the Department of Educational Leadership. Advisor: William Rouse, Jr. Title from PDF t.p. (viewed Apr. 30, 2010). Includes bibliographical references.
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Naravane, Sayli. "Effect of industrial noise on occupational skill performance capability." Diss., Online access via UMI:, 2009.

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Thesis (M.S.)--State University of New York at Binghamton, Thomas J. Watson School of Engineering and Applied Science, Department of Systems Science and Industrial Engineering, 2009.<br>Includes bibliographical references.
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Al-Miman, Mansour A. "Productivity performance in the Saudi non-oil manufacturing industries." Thesis, University of Manchester, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488136.

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Books on the topic "Teachers' Performance and Productivity"

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1954-, Reyes Pedro, ed. Teachers and their workplace: Commitment, performance, and productivity. Sage Publications, 1990.

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Lavy, Victor. Performance pay and teachers' effort, productivity and grading ethics. National Bureau of Economic Research, 2004.

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Lavy, Victor. Performance pay and teachers' effort, productivity and grading ethics. National Bureau of Economic Research, 2004.

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T, Lemprière, ed. Canada's productivity performance. Canada Communication Group, 1992.

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Canada. Economic Council of Canada. Study Paper 187. Canada's productivity performance. Economic Council, 1992.

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1947-, Hensher David A., ed. Productivity and performance. Pergamon Press, 1992.

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Lazear, Edward P. Performance pay and productivity. National Bureau of Economic Research, 1996.

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United States. Dept. of Labor, ed. High performance work practices and firm performance. U.S. Dept. of Labor, 1993.

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Maskell, Brian H. New performance measures. Productivity Press, 1994.

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McCombie, John, Maurizio Pugno, and Bruno Soro, eds. Productivity Growth and Economic Performance. Palgrave Macmillan UK, 2002. http://dx.doi.org/10.1057/9780230504233.

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Book chapters on the topic "Teachers' Performance and Productivity"

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Bredrup, Harald, and Reinholdt Bredrup. "Productivity Studies." In Performance Management. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-1212-3_2.

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Andersen, BjØrn. "The Productivity Term." In Performance Management. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-1212-3_1.

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Tonchia, Stefano, and Luca Quagini. "Cost and Productivity Performances." In Performance Measurement. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13235-3_2.

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Waite, Martha S., and Stephanie B. Hoffman. "Team Productivity." In Team Performance in Health Care. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0581-5_7.

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Whiting, Edwin. "Productivity ratios." In A Guide to Business Performance Measurements. Palgrave Macmillan UK, 1986. http://dx.doi.org/10.1007/978-1-349-07472-3_21.

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Andersen, Bjørn. "Quality and Productivity Improvement Techniques." In Performance Management. Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-1212-3_13.

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Bowey, Angela M., Richard Thorpe, and Phil Hellier. "Payment Scheme Performance." In Payment Systems and Productivity. Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18106-3_5.

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Ball, V. Eldon, Rolf Färe, Shawna Grosskopf, F. Hernandez-Sancho, and Richard F. Nehring. "The Environmental Performance of the U.S. Agricultural Sector." In Agricultural Productivity. Springer US, 2002. http://dx.doi.org/10.1007/978-1-4615-0851-9_10.

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House, Ernest R., and Stephen D. Lapan. "Policy, Productivity, and Teacher Evaluation." In International Handbook of Teachers and Teaching. Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4942-6_16.

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Pathak, Namrata. "Pedagogy, performance and transgression." In English Teachers' Accounts. Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209-9.

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Conference papers on the topic "Teachers' Performance and Productivity"

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Lin, Wei-Chen, Tom Deakin, and Simon McIntosh-Smith. "A Metric for HPC Programming Model Productivity." In SC24-W: Workshops of the International Conference for High Performance Computing, Networking, Storage and Analysis. IEEE, 2024. https://doi.org/10.1109/scw63240.2024.00160.

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Williams, Todd, and Ahren Olson. "High Productivity and Performance Polyaspartic DTM and Two-Coat Systems." In SSPC 2014 Greencoat. SSPC, 2014. https://doi.org/10.5006/s2014-00066.

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Abstract These case studies are presented demonstrating the cost savings and performance of one-coat direct-to-metal (DTM) and two-coat polyaspartic exterior coatings of three industrial maintenance applications involving hopper railcars, bridges and an exposed steel beam superstructure. In each example, the rapid cure time of the polyaspartic coating provided increased productivity to complement its documented high performance. For example, fifty hopper railcars were coated in 2002 using a one-coat DTM polyaspartic formulation at eight dry mils. After 11 years in field service, the railcars were examined for corrosion resistance and weathering performance. The increased productivity and cost savings of the polyaspartic formulation versus a traditional two-coat epoxy/polyurethane coating was documented and will be discussed. A second case study discusses shop-applied polyaspartic coating replacing a traditional three-coat system on structural steel supporting the signature atrium of the new Marine Corps museum in Quantico, VA. The final case study examines the 10 year-long performance of a field-applied two-coat polyaspartic coating replacing a traditional three-coat system on a bridge. Attendees will learn about formulating principles of polyaspartic coating that enables their longevity in the field, and the technical and performance benefits of two-coat polyaspartic systems versus traditional three-coat zinc/epoxy/urethane. Finally, the cost benefits of using polyaspartics to reduce the number of coats in both DTM and two-coat applications will also be discussed.
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Sekarjati, Kartinasari Ayuhikmatin, Agus Hindarto Wibowo, and Angger Bagus Prasetiyo. "Evaluation of operator performance in the service industry to improve company productivity." In THE 8TH INTERNATIONAL CONFERENCE ON TECHNOLOGY AND VOCATIONAL TEACHERS 2022. AIP Publishing, 2024. http://dx.doi.org/10.1063/5.0211991.

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Hendrowati, Tri Yuni. "The Effect Of Teachers Personal Character Toward The Teachers’ Performance And Work Productivity In The Organization." In Proceedings of the 4th Progressive and Fun Education International Conference (PFEIC 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/pfeic-19.2019.23.

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Auziņa, Anita. "Smart Learning of Future English Language Teachers: Students’ Time Management and Performance in an Online Course." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.07.

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An online course can offer limitless opportunities to expand one’s knowledge, develop skills and competences and, meanwhile, combine one’s online learning journey with a real-world activity, also studies in the case of university students. To manage all, the use of time for the productivity and achievement is crucial. The paper discusses the time management and performance of university students, future English language teachers in particular, taking an online course. A case study was carried out, and teacher education students, who participated in an online course on Learning Technologies and Content and Language Integrated Learning (CLIL), were questionnaired to explore their time management strategies and performance during their five-month online study period. The reflections of the online course moderators were collected to triangulate the data and find out their opinion on students’ time management habits and performance quality; besides, the differences between their expectations and reality were examined. Findings suggest that students’ time management was considerably challenged, and the set amount of time, i.e. one week to accomplish one module and its related assignments, required advanced planning and change of study habits to achieve the aims and objectives of their online learning process.
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Priyanga, A. M. L. "Perceived Competencies and Performance: A Study on Grade 11 Teachers at Government National Schools in the Welimada Education Zone." In SLIIT International Conference on Advancements in Sciences and Humanities 2023. Faculty of Humanities and Sciences, SLIIT, 2023. http://dx.doi.org/10.54389/nqgp8739.

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Employee competencies and individual’s competencies represent the capability the individual brings to the job situation. This study is undertaken to understand how competencies of teachers will affect their job performance. It is important to understand the factors that affect teaching performance in order understand how to improve productivity and effectiveness in the teaching process. The study thus focuses on understanding the perception of teachers across different variables related to teacher competencies, performance and factors affecting them. The main objectives are to identify the current level of competencies of teachers, to understand the effect of demographic factors on JP and to understand the relationship between the level of competencies and JP. In order to address the set objectives, the research looks at competencies from the perspective of knowledge, skills and attitudes. JP was gauged through TP and OCB. The study assesses the effect of seven demographic factors and thirty specific competencies related to teaching on job performance. Sample sizes of 135 teachers of Grade 11 were selected from a study population of teachers from National schools in Welimada Education Zone. The perceived competency factors by Malhotra and Das (2009), TP scale by William &amp; Anderson (1991), OCB scale by William &amp; Anderson (1991) and Demographic variables scale by Borman and Motowidlo (1997) were the measures of the study. Findings from the study reveals that three dimensions of the perceived competencies; Knowledge, Skills and Attitudes of the teachers are very high and the relationship between perceived competencies and JP are positively correlated, to an increase in the level of perceived competencies adapted by individuals supporting influence performance as a group in organization. The study also reveals that the demographic variables education qualification and job tenure affect job performance, while gender, age and marital status do not affect job performance. Implications from the study for theoretical, managerial decision making and as well as recommendations for future research are discussed.
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Ianos, Maria gratiela, and Ana voichita Tebeanu. "A STUDY ON INITIAL TRAINING AND COMPETENCE MODEL FOR TEACHERS IN PROFESSIONAL AND TECHNICAL EDUCATION." In eLSE 2018. Carol I National Defence University Publishing House, 2018. http://dx.doi.org/10.12753/2066-026x-18-150.

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Technical and vocational education and training (TVET) plays an important role in economic development, due to is its main orientation towards the world of work (UNESCO TVET Strategy 2016-2021) and the emphasis of the curriculum on the acquisition of employable skills. It's considered to be a tool for productivity enhancement and poverty reduction, at a global level (Europe 2020 communication, EU 2010, 2014). The dynamics of change in TVET in recent years has generated new perspectives / approaches regarding the role of the teacher and his/her responsibilities, on the one hand, and, on the other hand, a request for increasing the quality of initial teacher training (Maclean R., Pavlova M., 2013; ET2020 Working Group on Schools Policy (2014-15)). These changes have led to a growing need to adapt the initial teacher training programs in TVET to the current labor market requirements. The quality of teachers in TVET is reflected in the quality of graduates' training and reflects on all stakeholders. Thus, the teachers' role in TVET is essential in achieving quality education and especially in supporting / coordinating students in the transition process- from school to the labor market. The low performances of TVET graduates (relative to basic skills) and the situation on the labor market (compared to the low level of achieved specialized competencies) cast doubt on the quality of TVET, in general, and on the skills of TVET teachers in particular. This paper presents a study on the initial training of TVET teachers worldwide, also taking into account some countries in Europe, among these Romania. The characteristics of the teaching profession in TVET (focusing on the specific competencies for TVET) are highlighted, as well as the specificity of TVET in common competences. Also, the paper presents the implications of new changes (new learning approaches, new technologies in hiring companies, etc.) on the role of TVET teachers and competency profiles. The paper aims at updating the competencies of TVET teachers and proposes an analysis of the assessment in the graduation exams of the training programs. The article is based on a documentary study of some specialized papers on the initial teacher education. The results of the study are reflected in the outline of an up-to-date competency model for TVET teachers, taking into account its rapid pace of development, and in making a critical analysis of how the final evaluation is achieved within the initial training programs.
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Herman, Cosmin, and Marinel Iordan. "UNIFIED MANAGEMENT SYSTEM OF E-LEARNING IN WEST UNIVERSITY OF TIMISOARA." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-153.

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Universities are trying to push forward the limits of the teaching process they offer, implementing an e-Learning solution is mandatory. Regarding the costs, e-Learning technologies are savings of approximately 30% and could be achieved by using standards (SCORM, AICC, IMS), content packages and course scenarios tailored on the specific matter. To have a complete success story we will have to mark all the key elements regarding; human side, machine, educational process and organizational management. Teachers at firs find difficult to cope with the emerging technologies, but after a short training, following some good practice examples all the questions on "how to do it" or "where do I find it" are gone. The infrastructure implemented is built on creating content in-house, courses developed by teachers in a reasonable and expeditious manner. The goal is to have a flexible and secure infrastructure capable of accommodating future technical changes to increase productivity, improve quality of the teaching/learning process and feeding students needs of knowing and achieving their goals. Building on a good strategy, the outcomes are yet to come after some time. The present days students are more involved in online interaction with the teachers using the internet or the mobile technology, asking more and more content, now depends on teachers vision how to provide them good learning objects, a good lecture planing and assessments. The teaching materials could have different data format, but these days any device connected to the internet could display any document format. The focus is on improving hardware performance regarding the new shape of the infrastructure.
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Anisah, Nurhizrah Gistituati, and Rusdinal. "Analysis of Factors Affecting Teachers’ Productivity." In 2nd International Conference Innovation in Education (ICoIE 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201209.256.

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Aguilera, Raul, Belén Begines, Cristian Rangel, et al. "TOOLS FOR TEACHERS TO IMPROVE PRODUCTIVITY." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1638.

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Reports on the topic "Teachers' Performance and Productivity"

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Lavy, Victor. Performance Pay and Teachers' Effort, Productivity and Grading Ethics. National Bureau of Economic Research, 2004. http://dx.doi.org/10.3386/w10622.

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Andrabi, Tahir, and Christina Brown. Subjective versus Objective Incentives and Teacher Productivity. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/092.

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A central challenge facing firms is how to incentivize employees. While objective, output-based incentives may be theoretically ideal, in practice they may lead employees to reduce effort on non-incentivized outcomes and may fail in settings where effort is weakly tied to output. We study the effect of subjective incentives (manager performance evaluation) and objective incentives (test score-based) relative to no incentives for teachers using an RCT in 230 Pakistani schools. First, we show that subjective and objective incentives both increase test scores and have similar magnitude effects. However, objective incentives decrease non-test score student outcomes relative to subjective incentives. Second, we show that teachers’ effort response is very different under each scheme, with attendance increasing under subjective and teaching quality decreasing under objective. Finally, we rationalize these effects through the lens of a moral hazard model with multi-tasking. We use within-treatment variation to isolate the causal effect of contract noise and distortion and show that these channels explain most of our reduced form effects.
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Lazear, Edward. Performance Pay and Productivity. National Bureau of Economic Research, 1996. http://dx.doi.org/10.3386/w5672.

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Jackson, C. Kirabo. Match Quality, Worker Productivity, and Worker Mobility: Direct Evidence From Teachers. National Bureau of Economic Research, 2010. http://dx.doi.org/10.3386/w15990.

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Lucas, Robert F. High Productivity Computing Systems Analysis and Performance. Defense Technical Information Center, 2005. http://dx.doi.org/10.21236/ada436301.

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Brown, Christina, and Tahir Andrabi. Inducing Positive Sorting through Performance Pay: Experimental Evidence from Pakistani Schools. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/123.

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Attracting and retaining high-quality teachers has a large social benefit, but it is challenging for schools to identify good teachers ex-ante. This paper uses teachers’ contract choices and a randomized controlled trial of performance pay with 7,000 teachers in 243 private schools in Pakistan to study whether performance pay affects the composition of teachers. Consistent with adverse selection models, we find that performance pay induces positive sorting: both among teachers with higher latent ability and among those with a more elastic effort response to incentives. Teachers also have better information about these dimensions of type than their principals. Using two additional treatments, we show effects are more pronounced among teachers with better information about their quality and teachers with lower switching costs. Accounting for these sorting effects, the total effect of performance pay on test scores is twice as large as the direct effect on the existing stock of teachers, suggesting that analyses that ignore sorting effects may substantially understate the effects of performance pay.
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Lemos, Renata, Karthik Muralidharan, and Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Ervin, C. J. The Natural Science Institute for Teachers of Minority Students: Performance report. Office of Scientific and Technical Information (OSTI), 1995. http://dx.doi.org/10.2172/34371.

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Havrilova, Liudmyla H., Olena Ye Ishutina, Valentyna V. Zamorotska, and Darja A. Kassim. Distance learning courses in developing future music teachers’ instrumental performance competence. [б. в.], 2019. http://dx.doi.org/10.31812/123456789/3265.

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The scientific and methodological background of creation and development of the distance learning courses for the future music teachers is substantiated. The components and structure of future music teachers’ instrumental performance competence are defined; the content of the course is revealed. The materials are based on the authors’ teaching experience within the distance learning course “Basic Musical Instrument (Piano)”. The main blocks of the distance course design and development are considered among them to be theoretical, practical, individual work, and control blocks. The specificity of distance learning methods in the future music teachers’ instrumental and performance training is substantiated and three main methods are distinguished. The method of involving information and communication technologies, including multimedia; project method, and features of knowledge and skills controlling are elaborated. The results of implementation and experimental research of using distance learning courses for developing future music teachers’ instrumental performance competence are described. The influence of different methods use on students’ success is explored.
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Crumpton-Young, Lesia L. An Innovative Investigation of Productivity Estimation & Performance Assessment. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada400668.

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