/ 22 October 2012

‘Give teachers their due’

Mola says good teachers often have to leave the job for better money.
Mola says good teachers often have to leave the job for better money.

In April last year the Kagiso Trust, in partnership with the University of Johannesburg, launched the Education Conversations series aimed at encouraging our nation to discuss issues and developments in the education arena. Last month’s topic was Evaluating and Incentivising Teacher Performance and Kagiso Trust delivered a paper on the subject. theTeacher spoke to Themba Mola, its chief operating officer, to expand on some of the points raised in the presentation.

Why is it necessary to incentivise or reward teachers for discharging their responsibilities?
The conversation on incentives acknowledges the systemic challenges the education system is facing and the negative media reports about the poor performance of teachers. The conversation is also about the fact that the profession has lost its former status. In addition, there is the problem of chronically underperforming teachers who continue to earn a salary regardless of their poor performance and yet the teachers who make the system function receive no acknowledgement. We believe these teachers’ good efforts need to be recognised and incentivised. As for the chronically underperforming teachers, we think that paying them for not doing what they are supposed to do amounts to an incentive, because they get the same salary as good teachers.

In your view, what format should rewards or incentives take? Should they be monetary only, or do you have other suggestions?
The incentive should be both extrinsic, that is monetary, and intrinsic, which means the professionalisation of teaching; in other words,  enabling teaching to regain its former status.

You think that rewards or incentives should be withdrawn from teachers who do not perform on a consistent basis. Why penalise them instead of addressing their weaknesses?
This is a tricky question, and yes indeed, the issue of support is paramount. This was the argument made by the South African Democratic Teachers’ Union at the conversation. But we should be careful not to allow every teacher who is performing poorly to hide behind poor support. There are teachers who are dismally misrepresenting the teaching profession. Perhaps a way must be found to boost their morale, but the employer must also be willing to take decisive action when such effort is in vain. In most cases, the employer has failed to rid the system of such people.

Which assessment tool do you think would yield the desired outcomes with regard to intrinsic and extrinsic incentives?
We do concede that there is little evidence to support a direct correlation between extrinsic incentive and the improvement of pupil performance. In fact, there is an argument that if incentives are introduced in a malfunctioning system they may lead to abuse. There seems to be support for a dual approach that must have a functional support system. Private schools have systems that recognise incentives and maybe there is a lesson or two that the public education system could learn from them.

As you interact with schools on a regular basis, what seems to be the primary factors that contribute to poor teacher performance?
The factors are varied and mainly systemic. The main issue is alignment and support by the system. Another significant problem is low morale and a complete disregard for accountability. Others are lack of resources, socioeconomic issues and the poor profile of the teaching profession. Very few pupils wish to be teachers!

Please elaborate more on ‘rewarding qualifications versus rewarding performance’ and ‘promotions versus rewarding educator performance’.
A strong sentiment was expressed at the conversation that if you are a good teacher you have to exit teaching to get a higher salary, because promotion takes one to a position of administrative responsibility, such as a district post. The system does not encourage teachers to remain in the classroom by rewarding them highly. Good teachers end up doing administrative chores as circuit managers. The department needs to find a way of retaining those who wish to remain in the classroom by rewarding them well.

Do you think the current reward model that your organisation uses in some schools in the Free State could work if it was to be adopted nationally?
Yes, absolutely. Our reward system starts by making people take responsibility. What follows is an appreciation of excellence through rewarding the school and the individual. It places a lot of emphasis on support and community or parent involvement. We have de-monstrated in several schools that pupil performance can be improved and sustained. The trick is to bring back the excitement of teaching and learning. Celebrate the effort and support schools that fail to achieve the benchmark until they, too, have improved.