Rewarding Better Teachers?

Abstract

This paper offers a critical discussion of Performance Related Pay (PRP) for teachers in Britain in the 1990s. It defines the concept and outlines the case made for PRP in public sector services. The reports of the School Teachers’ Pay Review Board (STRB) over the period 1992–8 are used to trace the discussion in respect of teachers. The principal performance measures, quantitative and qualitative, recommended by the STRB for PRP purposes are critically examined. A concluding section examines why there is broad political support for PRP. It also argues that the political attractions of PRP for teachers should not obscure the difficulties of implementing such a policy.