The View From Generation Y (continued II)
As Figures 5a and 5b indicate, Gen Y teachers also are concerned with other consequences of implementing individual performance bonuses no matter how “performance” was measured. In particular, they were concerned that it would result in competition among their colleagues and that it might give the principal an opportunity to reward teachers unfairly (though Boomers were more concerned with this possibility). The fear that individual bonuses might lead to competition (face nord) among colleagues suggests that egalitarian norms among teachers remain strong.
Some of these fears may be unfounded. Analyses of teachers’ perceptions after the implementation of certain pay-for-performance plans show that few teachers report less cooperation (Solomon, White, Dohen, & Woo, 2003; Springer et al., 2009). An evaluation of the Texas Educator Excellence Grant program, for example, which provided individual bonuses based primarily on test scores, showed that only 18.5 percent of teachers agreed or strongly agreed that compared with the previous year, teachers seemed “more competitive than cooperative,” and 81 percent even said that teachers now felt “more responsible to help each other do their best” (Springer et al., 2009).