Essays On The Performance Related Pay Policies And Teachers Turnover In England

This thesis consists of three chapters discussing incentive pay for teachers and understanding teachers turnover in England. The first chapter evaluates the impact of the 1999 performance-related pay policy (PRP), for teachers in England on pupils' academic performance. Using the International Association for the Evaluation of Educational Achievement data (TIMSS), which links pupils with their teachers, we assess the policy's impact on pupils' scores in science and mathematics. We utilise a difference-in-differences methodology and find the policy to have a significant positive impact on mathematics, whereas the impact on science is significantly negative. The second chapter evaluates the impact of the 2013 PRP on teachers' intention to leave the job. Using the 2007-2018 Quarterly Labour Force Survey (OLFS) and a difference-in-differences estimator, we find that the policy has resulted in a significant reduction in the teachers' intention to leave their job by 1.3 percentage points. This amounts to a reduction in the magnitude of approximately 13%. We find no heterogeneous policy impacts across gender. The third chapter examines whether primary and secondary school teachers can be treated as homogeneous when tackling the problem of teacher shortage. We analyse primary and secondary school teachers' turnover rates in England, using a duration framework. Our result from the sample of teachers in the 2007- 2017 QLFS shows that the turnover rate is not the same for primary and secondary school teachers. Within the first four years of joining teaching, secondary school teachers' turnover ratio decreases on average by 64.87% while primary teachers' ratio increased by 18.83% relative to the turnover ratio in the first year. We also find the teachers' turnover rates to be duration dependent and different across areas.