Edd 1002 Paper

Running head: PERFORMANCE-BASED REWARD PROGRAMS 1
Designing an Effective Performance-Based Reward Program at Islamic Schools

Alaa Abd-El-Hafez
Long Island University
Professor Jalajas
Edd1002
Summer 2013

PERFORMANCE-BASED REWARD PROGRAMS 2
Abstract
The purpose of this mixed study is to find out whether the findings of the Wrobbel (2009) study
are generalizeable to private Islamic schools. Islamic schools with performance-based pay
systems are created by board members, often disconnected from teaching as a profession, with
little to no consultation with teachers and administrators. This study investigated the perceptions
of teachers, administrators and board members about the extent to which performance-based
reward plans would motivate teachers to participate in school initiatives geared at improving
instruction quality. Teachers, administrators, and board members were selected from the ten
member schools of the Islamic Schools Association of New York. If perceptions regarding
performance-based reward programs in Islamic schools are understood, an effective plan can be
created and implemented to motivate and reward those teachers who have walked the extra mile
and gave a 110% of their efforts.
Keywords: Islamic schools teachers, Performance-based reward programs, Motivation

Designing an Effective Performance-Based Reward Program at Islamic Schools
As an Islamic school teacher at MDQ Academy (a member of the Islamic Schools
Association of New York (ISA)), the researcher got to experience firsthand the many challenges
that teachers at Islamic schools face on a daily basis. Unlike other private faith-based schools,
Islamic school teachers receive no benefits (such as a medical or a retirement plan). They solely
depend on their salary, which is very low. Few Islamic schools have performance-based reward
plans. MDQ Academy does have a performance-based pay program but very few teachers are
aware of it. Teachers who are aware of this program do not know what is expected of them to
earn this reward. They do not know how they are being evaluated. Furthermore this monetary
award is not significant to motivate teachers since it is offered the following year. Thus, this
performance-based pay plan put forth by MDQ Academy board members is not effective. It
does not follow the three established criteria of the expectancy theory for programs to be
motivating.
Overall, there has been limited research on Islamic schools and Islamic school teachers.
Research on performance-based reward plans in Islamic schools is non-existent. However, what
the research does show is that such plans are being recommended by Islamic school
administrators. Islamic schools do not have the funds to carry out performance based-pay plans
effective in other religious schools nor do they have the budget to carry out any merit pay plans.
They are relatively young compared to other religious schools and resources and policies are still
not in place.
Fortunately, research does show that money alone is not a strong motivator for private
religious school teachers. Teachers at faith-based schools tend to find other incentives more
rewarding and motivating. By understanding the motives and perceptions of teachers in Islamic
schools regarding performance-based incentives, the researcher thereby understands herself. It is
her hope that if she can understand perceptions regarding performance-based reward programs in
Islamic schools, an effective plan can be created and implemented to motivate and reward those
who have walked the extra mile and gave a 110% of their efforts. This study will contribute to
the limited research on Islamic schools, Islamic school teachers, and performance-based reward
plans.
Purpose of the Study
The purpose of this study is to find out whether the findings of the Wrobbel (2009) study
are generalizeable to private Islamic schools. Unlike other private religious schools, Islamic
schools have the lowest percent of teachers planning to remain with the school every year.
Compared to other private faith-based schools, Islamic schools are the youngest on American
soil with fewer students. The lack of funding resources, especially after September 11, 2001, put
many Islamic schools in financial constraints handicapping them from implementing effective
performance-based pay plans (Al-kabour, 2007).
Islamic schools with performance-based pay systems are created by board members,
often disconnected from teaching as a profession, with little to no consultation with teachers and
administrators. This study will investigate the perceptions of teachers, administrators and board
members about the extent to which performance-based reward plans would motivate teachers to
participate in school initiatives geared at improving instruction quality. Teachers, administrators,
and board members were selected from the ten member schools of the Islamic Schools
Association of New York.
The study will answer the following three questions adopted from Wrobbel (2009):
1. Do educators, administrators and board members in Islamic schools differ in their
perceptions of the achievability and availability of selected motivational factors?
2. Do educators, administrators and board members in Islamic schools differ in the value
they assign to the selected motivational factors?
3. Do educators, administrators, and board members in Islamic schools differ in their
perceptions of the fairness of performance-based reward programs?
By examining the above three questions, a more effective performance-based reward programs
could be designed at Islamic schools.
Problem Statement
Islamic schools have trouble retaining good teachers. They have the lowest number of
teachers planning to stay with the school. Many Islamic schools lack a performance-based
reward plan. Other Islamic schools have ineffective performance-based reward plans. Board
members who are non-educators often put the performance-based pay plan in place with little to
no consultation from administrators and teachers. Research shows that for merit pay plans to be
effective, teachers must be involved in all stages of program design and implementation if pay
for performance is to succeed.
Most of the incentives offered for performance are monetary. From Ezzeldine (2004),
money alone would not be a strong motivator for Islamic school teachers. Instead what appears
to be most valued by these teachers is a school with a clear vision, an effective administrative
leadership, and good camaraderie with colleagues (Ezzeldine, 2004, P. 81). Clearly explaining
evaluation procedures, relieving teachers of break duty to connect with colleagues or spend time
with mentors, and involving teachers in some level of school leadership may motivate teachers in
Islamic schools to work harder (Ezzeldine, 2004). These motivators can go along way than
merely merit pay that many Islamic schools will not be able to carry out either way due to budget
constraints (Al-kabour, 2007).
Limitations of This Study
This study is limited in that it focused on teachers, administrators, and board members as
uniform groups. Furthermore, it focused only on Islamic schools in NY rather than on Islamic
schools all across the U.S. This study did not ask the participants for any demographic
information and did not account for differences in age, years of experience, and gender of the
participants. Limitations in the literature indicate that the studies done on Islamic schools and
Islamic school teachers are very limited in number. Those that are done are far from in-depth.
Studies done on performance-based reward plans in Islamic schools are nonexistent.
Scope of the Study
This is an exploratory study. It aims at determining if differences in perceptions exist
among teachers, administrators, and board members in relation to the selected motivational
factors, the achievability, availability, and fairness of performance-based reward programs.
There are no face-to-face interviews, due to time constraints. Had the researcher had follow-up
interviews, perhaps the responses would have been richer.
Expected Contributions of This Study
This study is expected to add to the limited literature on Islamic schools, Islamic school
teachers, and performance-based plans in private faith-based schools. This study is expected to
examine the extent to which educators, administrators and board members differ in how they
perceive motivational factors in performance-based reward programs and whether or not such
programs are attainable and fair. Findings of this study will be compared to findings from the
Wrobbel (2009) study to examine the possibility of generalizing these findings to other faith-
based private schools.
Review of the Literature
Challenges Facing Islamic Schools
Unlike other religious schools, Islamic Schools are fairly new on American soil. The
earliest Islamic schools were established in the late 1970s and grew significantly in the next two
decades. Most Islamic schools are in New York, New Jersey, and California followed by Florida
and Texas. Approximately 400 full-time Islamic schools have been established, most of which
are elementary schools only (Driessen & Merry, 2005). About 32,000 students are in Islamic
schools with the average number of students per school is 121 (Keyworth, 2008). A study done
on ten Jewish, Catholic, Islamic, and Episcopalian schools in California found that on average
Islamic schools had the fewest number of students and were the youngest in existence. Islamic
schools in America face leadership and financial challenges (Driessen & Merry, 2005).
Islamic schools tend to have far smaller budgets than other private schools, this translates
to lower teacher salaries and fewer resources for teaching materials. Most Islamic schools do not
have a nurse, science lab, social workers, music or art classes, special education services,
guidance counselors, library, or extracurricular activities. Islamic schools tend to be
understaffed. Teachers at Islamic schools must sacrifice pay raises so that the school buildings
may be upgraded or developed. Most Islamic schools borrow ideas on textbooks and pedagogical
concepts from surrounding private and other religious schools sometimes causing conflict with
the schools mission and vision (Driessen & Merry, 2005).
Islamic school teachers and administrators are highly overworked and underpaid. On
Average, Islamic school administrators stay three years on the job, about half of public school
average (Driessen & Merry, 2005). School board members are non-educators who tend to be
volunteers (Ezzeldine, 2004). Ezzeldine (2004) stated that board members at Islamic schools are
often disconnected from teaching as a profession. They attempt to run schools on a corporate
model. They expect an increase in the performance of teachers if teachers received enough
pay. Ezzeldine (2004) expressed his frustration as an Islamic school administrator to work with
board members who treat teachers as blue-collar workers and the school as industrial style
factories.
Islamic school teachers report lack of administrative support, ineffectiveness of school
board, being burnout, and underpaid (Driessen & Merry, 2005). In 2002, the Islamic Society of
North America (ISNA) provided a model of financial structures for building a successful Islamic
school. There, they suggested that teachers yearly salary should be $30,000 (Qadri, 2002). This
is still $8,000 lower than what public schools offer their teachers as a starting salary. Still, many
Islamic schools do not pay their teachers 30,000 a year. The starting salary at Washington
Islamic Academy and Ar-Rahmah schools is $24,000 a year (Mullick, 2013). The starting salary
at MDQ Academy is $20,000.
Islamic schools in the United States face the challenge of retaining their good teachers. A
study done on four types of religious schools (Christian, Jewish, Islamic, and Episcopalian
schools) found that Islamic schools have the lowest percent of teachers planning to remain with
the school. Christian schools, specifically Catholic schools, had the highest percent of teachers
planning to stay with their schools (Ezzeldine, 2004). Hashim and Kayode found that difficulties
in management and financing of Islamic schools resulted in an increased turnover of teachers.
Other reasons for teacher turnover in religious schools were given in Ezzeldine (2004). The issue
becomes then how to retain good teachers for Islamic schools. One solution is through an
effective performance-based reward plan.
Factors Valued by Religious School Teachers
Ezzeldine (2004) found that teachers at religious private schools are highly committed to
teaching. The majority are motivated by a spiritual connection that may be referred to as
calling. However, teachers under the age of 40 have a higher likelihood of leaving religious
schools. Islamic schools have the lowest number of teachers planning to stay with the school.
Only 46% of the participants reported that they are paid fairly for the work they do at their
religious school. However, pay alone appeared to be unrelated to participants level of
satisfaction. Teachers who planned to leave religious schools felt that administration were not
supportive, wanted better staff development, better and clear procedures for evaluation, a clear
and a consistent school vision, and strong collegial relations (Ezzeldine, 2004).
Performance-Based Pay Plans in Private Schools
A study involving teachers, administrators, and board members from Christian schools in
the mid-America region of the Association of Christian Schools International found that all three
groups believed that if these schools implemented performance-based reward programs, the
teachers would find the rewards attainable. However, all three groups expressed concerns
regarding the funding for such programs.
Wrobbel (2009) found that differences emerged in how the three groups perceived the
value and worth of potential motivators in performance-based reward programs. Board members
and administrators ranked job security, public recognition and leadership opportunities as more
motivating than did teachers. On the other hand, teachers valued school-wide rewards more
highly than did board members. Teachers at these Christian schools seemed unmotivated by
financial compensation.
Wrobbel (2009) found that differences in motivators existed between male and female
teachers at Christian schools. Female teachers valued student performance and planning time
more than male teachers. Male teachers valued public recognition and professional development
more. Unlike teachers, administrators and board members thought it was fair to tie rewards and
incentives to student achievement. Teachers at these Christian schools believed that
performance-based pay could not be measured in a fair and accurate way. Administrators
attitudes and perceptions were generally in the middle of board members and teachers.
Will performance-based Reward Plans in Islamic schools work?
During their presentation at the Islamic Society of North America convention, Ezzeldine
and Moes (2006) recommended performance-based reward plans for Islamic schools if they wish
to retain their good teachers. Past research has shown that private school teachers are in general
more supportive of such plans than public school teachers. However, past research has also
shown that teachers tend to not support such plans if the base pay is too low (Ballou &
Podgursky, 1993). Ezzeldine (2004) found that 46% of religious school teachers (Islamic school
teachers included) view themselves as unfairly paid for their work. Ballou and Podgursky (1993)
stated that overall teachers think that salary should be raised before merit pay is installed.
Ballou and Podgursky (1993) further stated that teachers must be involved in merit pay
program design and implementation if pay for performance is to succeed. Currently this is not
taken place in Islamic schools. Ballou and Podgursky (1993) found that the number one reason
that teachers give for opposing merit pay is the concern that evaluations are unfair. Ezzeldine
(2004) found the same concern among Islamic school teachers.
Methodology
Overview
This is a mixed method study designed to examine the perceptions of Islamic school
teachers, administrators, and board members about motivators that could be used in
performance-based reward plans. For a program to be motivating, it must meet the three
conditions of expectancy theory: goals must be available and achievable, rewards must be
deemed valuable, and the system must be fair and clear. This study investigated the extent to
which Islamic school teachers, administrators, and board members differed in relation to each of
the three conditions.
Sample
All ten member schools of the Islamic Schools Association of New York (ISA)
participated in this study (See Appendix A for a complete list of member schools). ISA was
selected because the researcher is a teacher at one of the member schools (MDQ Academy)
which makes it easier to recruit other teachers to participate. Two teachers were randomly
selected from each school for a total of 20 teachers. One administrator and one board member
were randomly selected from each school for a total of ten administrators and ten board
members.
Data Collection Method
The study will take place online via email. Some of the participants emails will be
acquired from the schools website while others will be acquired from the schools principal. The
appropriate surveys were then sent as an attachment to each of the forty emails from the
researchers own email address. The surveys utilized questions adapted from surveys developed
by Wrobbel (2009). The specific motivators mentioned on the surveys developed by Wrobbel
(2009) were modified to include the incentives shown by Ezzeldine (2004) to motivate Islamic
school teachers. Due to budget constraints that many if not all Islamic schools face, certainly the
ten member schools, monetary incentives have been taken out from survey.
Every teacher received the Survey for Teachers in Schools with Performance-Based
Rewards and the Survey for Teachers in Schools Without Performance-Bases Rewards.
Similarly, the administrators received the Survey for Administrators in Schools with
Performance-Based Rewards and the Survey for Administrators in Schools Without
Performance-Bases Rewards. All board members received the Survey for Board Members in
Schools with Performance-Based Rewards and the Survey for Administrators in Schools Without
Performance-Bases Rewards. All participants were asked to fill out the appropriate survey and
email it back as an attachment. If a participant did not respond in a timely manner, a reminder
was sent out to him/her.
Bias
The participants knew that the researcher was a teacher at MDQ Academy. The effect of
this on the data is unknown.
Implications for implementation
This study shed some light on how teachers, administrators, and board members viewed
potential motivators in a performance-based reward program. Board members in Islamic schools
often establish performance-based reward programs with no consultation with teachers. In order
to develop an effective performance-based reward programs that encourages and motivates
teachers to do their absolute best, the findings of this study should be taken seriously.
Collaboration among the three groups is a must. Taking the specific potential motivators
discussed in this study into consideration when designing an incentive program can lead to a
performance-based reward plan that motivates Islamic school teachers. The findings of this study
add to the findings of the Wrobbel (2009) study which makes the findings generalizable to other
faith-based schools.

References

Al-kabour, S. A. (2007). Funding issues faced by a Muslim nonprofit in post9/11 America.
Unpublished manuscript, James Madison College, Michigan. Retrieved from
http://www.theisla.org/filemgmt_data/admin_files/[Al-Kabour] Funding Issues Faced by
Muslim Nonprofit - May 2007.pdf
Ballou, D. B., & Podgursky, M. P. (1993). Teachers' attutudes toward merit pay: Examining
conventional wisdom. Industrial & Labor Relations Review, 47(1), 50 - 60. doi:
10.2307/2524231
Driessen, G. D., & Merry, M. M. (2005). Islamic schools in three western countries: policy and
procedure. Comparative Education, 41(4), 411-432. doi: 10.1080/03050060500300931
Ezzeldine, O. E. (2004). Factors at religious schools that affect teacher retention. (Unpublished
doctoral dissertation)Retrieved from
http://www.theisla.org/filemgmt_data/admin_files/Ezzeldine Dissertation 06-03-04.pdf
Ezzeldine, O. E., & Moes, M. M. (2006). Hiring and retaining strategies for Muslim schools.
Retrieved from http://www.theisla.org/filemgmt_data/admin_files/EzzeldineAndMoes-
HiringRetainingEducators-OutlineNotes.pdf
Hashim, C. H., & Kayode, B. K. Stress management among administrators and senior
teachers of private Islamic school. Retrieved from http://www.jgbm.org/page/39Che
Noraini Hashim .pdf
ISNA Education Forum. (2002). Successful Islamic schools leading the way to successful
communities: A model of administrative and financial structures. Retrieved from
http://www.edconsultations.com/articles/puba.pdf
Keyworth, K. K. (2008). Fast facts about full time Islamic Schools in the United States. Islamic
Schools League of America, Retrieved from
http://www.theisla.org/filemgmt_data/admin_files/Fast%20Facts%20About%20Islamic%
20Schools%20in%20the%20US.pdf
Mullick, O. M. (2013). Area Islamic Schools Rush to Fill Vacancies. The Muslim Link.
Retrieved from http://www.muslimlinkpaper.com/index.php/community-
news/community-news/138-
Area%20Islamic%20Schools%20Rush%20to%20Fill%20Vacancies.html
The Islamic Schools Association of New York. (2013). Members. Retrieved from
http://www.isa-nys.org/index.php?option=com_content&task=view&id=18&Itemid=32
Wrobbel, P. W. (2009). Motivational factors of pay-for-performance plans in educational
institutions: A study of select private, faith-based schools (Doctoral dissertation).
Available from ProQuest Dissertations and Theses database. (UMI No. 3389386)

Appendix A: Member Schools of ISA
1. Al-Ihsan Academy
130-08 Rockaway Blvd.,
South Ozone Park, NY 11420

2. Al-Iman School
89-89 Van Wyck Expressway,
Jamaica, NY 11435

3. Al-Madinah School
383 3rd Avenue,
Brooklyn, NY 11215

4. Al-Madrasa Al-Islamiya
5224 3rd Avenue
Brooklyn, NY 11220

5. Crescent School
130 Front Street
Hempstead, NY 11550

6. El-Ber Islamic School
25-42 49th Street
Astoria, NY 11106

7. MDQ Academy
1514 E. Third Avenue
Bayshore, NY 11706

8. Miraj Islamic School
307 Victory Blvd.,
Staten Island, NY 10301

9. Muslim Center Elementary School
137-58 Geranium Avenue
Flushing, NY 11355

10. Razi School
55-11 Queens Blvd,
Woodside, NY 11377
Appendix B: Survey for Teachers in Schools With Performance-Based Pay
What school do you work at? (This is only so that we can ensure that there are participants from
each school. Your identity and your schools identity will be kept confidential).
Attitudes Towards Incentives:
Please circle the number that indicates how much you agree or disagree with each of the
statements about teacher incentives. Possible incentives could include professional development,
increase collaboration time, public recognition, and involvement in some level of school
leadership.
Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly Agree
It is fair for teachers who increase
student achievement to receive an
incentive for their work.

SD

D

N

A

SA
Teachers generally do their best
work and therefore an incentive
program is not likely to change
their effort.

SD

D

N

A

SA
If teachers already believe in a
goal, an incentive could provide
additional motivation t o work
towards that goal.

SD

D

N

A

SA

Assessing teaching and student
achievement can be difficult.
Therefore, I doubt that incentives
would be distributed fairly.

SD

D

N

A

SA
School incentives can help
motivate teachers to learn and/or
practice new skills.

SD

D

N

A

SA

Specific Motivators:
The following questions relate to your willingness to participate in a school initiative. Imagine
that your school is focusing on specific pedagogy or instructional outcomes. For example, the
school is focusing on differentiated instruction or reading strategies. How likely are you to
participate in this initiative? Please circle the number that indicates how much you agree or
disagree with each of the statements:

Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly
Agree
I will participate in this initiative
regardless of incentives if I believe it is

SD

D

N

A

SA
best for students.
I would be more motivated to participate
if I believe there is a financial incentive
for my school as a whole even if it is not
necessarily given to individual teachers.

SD

D

N

A

SA
if I believe it will have a positive impact
on student performance.

SD

D

N

A

SA

if I might receive public recognition for
meeting goal.

SD

D

N

A

SA
because I know I would feel a sense of
satisfaction from the school as a whole
meeting this goal.

SD

D

N

A

SA
if I believe there will be opportunities for
me to take on a leadership role (perhaps
as a mentor to other teachers or by
providing training to others working
towards this goal).

SD

D

N

A

SA
if I believe that this will be an
opportunity for me to learn new skills or
hone my abilities.

SD

D

N

A

SA
if I believe there will be greater
opportunities for me to work
collaboratively with colleagues.

SD

D

N

A

SA
if I feel that my participation is important
for job security or position within the
school.

SD

D

N

A

SA
I am unlikely to participate in such an
initiative. I am comfortable with my
teaching and dont see a need to make
any changes.

SD

D

N

A

SA

Are there other incentives/factors that would motivate you to participate in this type of initiative?
If so, please describe in as much detail as possible.

Performance-based pay in your school
1. Did your schools rewards attract you to the school or encourage you to stay?
2. Have you earned rewards at your school? Please describe the task and reward. Did you
feel the reward was worth the effort?
3. Do you believe you can earn the rewards available at your school? Please explain
if you think they are attainable to all.
4. Do the rewards impact your classroom instruction? Please explain?
5. How would you rate the performance-based reward program in your school (please
give a letter grade from A to F)? Please explain why it deserves that grade.
6. Do you feel that performance-based pay rewards accurately assess your
performance?

Please provide us with an overall summary of your views about pay-for-performance planes.
Also, if you have any other thoughts that you feel were not included in this survey, please share
them here.

Appendix C: Survey for Teachers in Schools Without Performance-Based Pay
leadership.
Strongly
disagree
Disagree Neither
agree or
disagree

SD

D

N

A

SA
their effort.

SD

D

N

A

SA
towards that goal.

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA


Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly
Agree
I will participate in this initiative

SD

D

N

A

SA
best for students.
if I believe there is a financial incentive
for my school as a whole even if it is not
necessarily given to individual teachers.

SD

D

N

A

SA
if I believe it will have a positive impact
on student performance.

SD

D

N

A

SA

if I might receive public recognition for
meeting goal.

SD

D

N

A

SA
because I know I would feel a sense of
satisfaction from the school as a whole
meeting this goal.

SD

D

N

A

SA
if I believe there will be opportunities for
me to take on a leadership role (perhaps
as a mentor to other teachers or by
providing training to others working
towards this goal).

SD

D

N

A

SA
if I believe that this will be an
opportunity for me to learn new skills or
hone my abilities.

SD

D

N

A

SA
if I believe there will be greater
opportunities for me to work

SD

D

N

A

SA
if I feel that my participation is important
for job security or position within the
school.

SD

D

N

A

SA
I am unlikely to participate in such an
initiative. I am comfortable with my
teaching and dont see a need to make
any changes.

SD

D

N

A

SA

Are there other incentives/factors that would motivate you to participate in this type of initiative?
If so, please describe in as much detail as possible.

Implementing a performance-based pay system in your school
1. Would you like your school to implement a performance-based pay system? Why or why
not?
2. Do you believe that if your school implemented such a system you would be able to earn
the rewards?
3. Would reward encourage you to stay at your school?
4. What concerns do you have with implementing a performance-based reward system?

them here.

Appendix D: Survey for Administrators in Schools With Performance-Based Pay
leadership.
Strongly
disagree
Disagree Neither
agree or
disagree

SD

D

N

A

SA
their effort.

SD

D

N

A

SA
towards that goal.

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA


Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly
Agree
Teachers will participate in this initiative

SD

D

N

A

SA
best for students.
Teachers would be more motivated to
participate if I believe there is a financial
incentive for my school as a whole even
if it is not necessarily given to individual
teachers.

SD

D

N

A

SA
participate if I believe it will have a
positive impact on student performance.

SD

D

N

A

SA

participate if they might receive public
recognition for meeting goal.

SD

D

N

A

SA
participate because they know they would
feel a sense of satisfaction from the
school as a whole meeting this goal.

SD

D

N

A

SA
participate if they believe there will be
opportunities for them to take on a
leadership role (perhaps as a mentor to
other teachers or by providing training to
others working towards this goal).

SD

D

N

A

SA
participate if they believe that this will be
an opportunity for them to learn new
skills or hone my abilities.

SD

D

N

A

SA
greater opportunities for them to work

SD

D

N

A

SA
participate if they feel that their
participation is important for job security
or position within the school.

SD

D

N

A

SA
Teachers are unlikely to participate in
such an initiative. They are comfortable
with their teaching and dont see a need
to make any changes.

SD

D

N

A

SA

Are there other incentives/factors that you believe would motivate teachers to participate in this
type of initiative? If so, please describe in as much detail as possible.

1. Do you think your performance-based pay system help attract and retain teachers?
2. Do you believe your teachers feel that the rewards are attainable? Please explain.
3. Do you believe the rewards impact classroom instruction? Please explain.
4. How would you rate the performance-based pay program in your school (please give a
letter grade from A to F)? Why?
5. Do you feel that performance-based pay rewards accurately assess teachers
performance?

them here.

Appendix E: Survey for Administrators in Schools Without Performance-Based Pay
leadership.
Strongly
disagree
Disagree Neither
agree or
disagree

SD

D

N

A

SA
their effort.

SD

D

N

A

SA
towards that goal.

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA


Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly
Agree

SD

D

N

A

SA
best for students.
teachers.

SD

D

N

A

SA

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA


not?
2. Do you believe that if your school implemented such a system teachers would find the
rewards attainable? Please explain.
3. Would rewards encourage teachers to stay at your school?
4. Would performance-based pay lead to changes in classroom instruction? Please explain.
5. What concerns do you have with implementing a performance-based pay system?

them here.

Appendix F: Survey for Board Members in Schools With Performance-Based Pay
leadership.
Strongly
disagree
Disagree Neither
agree or
disagree

SD

D

N

A

SA
their effort.

SD

D

N

A

SA
towards that goal.

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA


Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly
Agree

SD

D

N

A

SA
best for students.
teachers.

SD

D

N

A

SA

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA


6. Do you think your performance-based pay system help attract and retain teachers?
7. Do you believe your teachers feel that the rewards are attainable? Please explain.
8. Do you believe the rewards impact classroom instruction? Please explain.
9. How would you rate the performance-based pay program in your school (please give a
letter grade from A to F)? Why?
10. Do you feel that performance-based pay rewards accurately assess teachers
performance?

them here.

Appendix G: Survey for Board Memebers in Schools Without Performance-Based Pay
leadership.
Strongly
disagree
Disagree Neither
agree or
disagree

SD

D

N

A

SA
their effort.

SD

D

N

A

SA
towards that goal.

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA


Strongly
disagree
Disagree Neither
agree or
disagree
Agree Strongly
Agree

SD

D

N

A

SA
best for students.
teachers.

SD

D

N

A

SA

SD

D

N

A

SA


SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA

SD

D

N

A

SA


not?
7. Do you believe that if your school implemented such a system teachers would find the
rewards attainable? Please explain.
8. Would rewards encourage teachers to stay at your school?
9. Would performance-based pay lead to changes in classroom instruction? Please explain.
10. What concerns do you have with implementing a performance-based pay system?

them here.

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Running head: PERFORMANCE-BASED REWARD PROGRAMS 1

Designing an Effective Performance-Based Reward Program at Islamic Schools

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