The government reformed teacher pay in schools in 2013, giving heads more freedom to decide how much they pay teachers and how quickly their salary can rise.
Now, a new study into the use of “human resource management” in schools has questioned the benefits of performance-related pay in the classroom.
The report found the only human resource management (HRM) practice that was effective in both schools and other areas was the intensive provision of training.
“We find HRM is linked to improvements in schools’ financial performance, something that’s vital given the parlous state of school finances. But it does little to tackle teacher turnover, something that is of increasing concern. Our findings also raise concerns about the government’s hopes that greater use of performance pay for teachers will bring about improvements in school performance.”
The authors say their study is the first to investigate whether “what works” in schools is the same or different to what usually works elsewhere.
A survey carried out for the Department for Education in 2015, but only published last year, found that that vast majority of local authority maintained schools (99 per cent) and the majority of academies (62 per cent) had implemented pay reforms.
The most common reforms to classroom teachers’ pay were to relate all progression to performance; to enable teachers’ pay to progress at different rates and to abolish automatic pay progression on the main pay range.
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