Teacher and Administrator Perceptions of the Implementation of the Teacher Incentive Fund (TIF) Grant in Mississippi Pilot Schools

The purpose of this research study was to assess administrators and teachers’ perceptions of the key components of the Mississippi Teacher Incentive Fund (TIF) grant in Mississippi pilot schools. The study examines the difference in perceptions between administrators and teachers. The study also investigated if there was a relationship with the TIF grant and student achievement by comparing the percent of students who scored a minimum of proficient on the MCT2 in TIF schools before and after the grant. Achievement was also examined by comparing percent of proficiency of TIF schools with comparable, non-TIF Mississippi schools. The participants in the study were certified educators from the 10 Mississippi TIF grant pilot schools. All teachers and administrators at each school were invited to participate in the study. Approximately 181 educators participated. Of this number, twenty-four were administrators and 157 were teachers. The participants completed the Mississippi TIF (Teacher Incentive Fund) Grant Educator Perceptions Questionnaire. The questionnaire contained 40 statements, including demographic information. The questionnaire was analyzed for descriptive statistics, comparisons, and differences between groups and proficiency scores. School achievement data was obtained from the Mississippi Department of Education Accountability Reporting System. The results from this study indicated that administrators and teachers’ perceptions of common education practices are consistent with current research as it pertains to performance-based compensation, educator evaluation, professional development, professional learning communities, and career ladders. The findings also indicated that there were significant differences in the administrators and teachers’ perceptions of the TIF grant components. Although both groups of educators had low perceptions of the implementation of the Mississippi TIF Grant, teachers’ perceptions were higher than administrators’ perceptions on all components, except one. Professional development was the only component that revealed no significant statistical difference. The results revealed that there was a significant difference in the percentage of students who scored a minimum of proficient on state tests after the grant was implemented in TIF schools. Lastly, the results indicated that there was no significant statistical difference in the growth of TIF schools when compared to non-TIF school growth. Both sets of schools grew over time