An Assessment of Teachers’ Reactions to Public Kindergarten Teacher Evaluation System of Performance-Based Bonus Pay in South Korea

Abstract

This study investigated how, and to what degree, performance-based bonus pay programs in South Korean public kindergartens have influenced teachers to improve their teaching behaviors. The data were collected through a survey covering 225 teachers, with a 75 percent response rate. Based on similar previous research, the survey was developed to include nine factors (understanding and acceptance of the system, impact on their teaching and work, evaluator, fair evaluation process, fair evaluation results, accurate evaluation results, stress, and [vice] director’s support) using five-point Likert scales. The teachers indicated their unclear understanding of the evaluation system and felt that the process was unreasonable, and that it did not positively impact their work. As a result, teachers had low expectancy probabilities from the evaluation program and a reduced possibility of improving their instructional performance.