Compensation packages as a factor in teacher's job acceptance

Abstract

This was a study identifying whether compensation packages were a factor in first-year teacher's decisions to accept a teaching position in the states of Colorado and Louisiana. This study involved (a) identifying the components of a school district's compensation package that were factors in the job acceptance decisions as indicated by respondents and (b) indicating other factors besides compensation that played a major role in job acceptance decisions. The study surveyed a sample of 12 approved school districts in Colorado and Louisiana during the 2000-2001 academic school year. It included first-year teachers in the 12 approved school districts that had no previous teaching experience in other school districts. There were 229 first-year teachers from Colorado and Louisiana in the sample. Data was gathered through a survey instrument that was specifically designed for this study. The components of the school district's compensation package were analyzed for statistically significant differences between respondents on the independent variables of gender, age, grade level of teaching assignments, and ethnicity. Statistically significant differences existed between Ethnic Minorities and Caucasian respondents on receiving sign-on bonuses, loan forgiveness on student loans, and tuition assistance for graduate work. Respondents in this study also chose the most important reasons for teaching in their school district. The top five reasons were to teach in a certain geographical location, the school district being in their hometown, being near family members, salary and fringe benefits, and the reputation of the school district. Statistically significant differences were also found between Ethnic Minorities and Caucasian respondents on the salary/fringe benefits of their current teaching job. Ethnic Minorities showed a higher importance rating on the salary and fringe benefits they received. In summary, respondents in this study have shown that sign-on bonuses, loan forgiveness on student loans, and tuition assistance for graduate work were important incentives that influence the job acceptance decisions of first-year teachers. Also, this study showed that Ethnic Minorities placed a higher importance rating on the salary/fringe benefits they receive on their current job. Therefore, school districts involved in this study should use this study as documented information to understand how compensation packages influence the job acceptance decisions of first-year teachers.