Negotiating Education Reform: Teacher Evaluations and Incentives in Chile (1990-2010)
Name
PE teacher incentives Oct 2012 final.pdf
Size
345.5 KB
Format
Adobe PDF
Checksum (MD5)
c2315ae0e02f09b0e37a6dba751c20d1
Author(s)
Mizala, Alejandra
Schneider, Ben Ross
Date Issued
January 2014
Journal
Governance
Publisher
John Wiley & Sons, Inc
Citation
Mizala, Alejandra, and Ben Ross Schneider. “Negotiating Education Reform: Teacher Evaluations and Incentives in Chile (1990-2010).” Governance 27, no. 1 (January 2014): 87–109.
Version
Author's final manuscript
Abstract
Reforms designed to improve the quality of teaching by reforming personnel practices, such as pay for performance arrangements, usually run into opposition from well-organized teacher unions that can either block reform in the short run or undermine it over the longer term. The experience of a series of reforms that introduced collective and individual pay incentives for teachers in Chile from 1990 to 2010 provide a rare example of ongoing negotiation with the teacher union that resulted in an institutionalized structure of incentive pay for teachers as well as widespread attitudes of sustained support among teachers for performance pay. Chile offers an important example of how sustained change in incentive pay can be achieved through ongoing negotiation.
MIT Department
Massachusetts Institute of Technology. Department of Political Science
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1111/gove.12020
