Differentiating Teachers‘ Salaries

Most United States public school teachers arc paid in accordance with a salary policy which recognizes two dimensions—level of educational attainment and years of experience. Attempts to introduce a “merit” dimension have usually been abandoned. Proponents of this system have frequently justified their position on the theme of “improvement of instruction”, but it is difficult to accept the claim that there is a unique relationship between the differential and motivation regardless of the amount of the differential. Thorough evaluation and supervision programs are carried out by schools regardless of their salary programs. Yet, considerable interest exists in increasing maximum salary levels on a differential basis, if only to attract to teaching the most capable university graduates. One possible solution is the adoption of additional payments for positions of responsibility, preferably with the teachers’ organizations having a voice in the determination of the rank and pay of their colleagues.