Abstract
Recent efforts to expand the profession of teaching and to enhance the career paths of teachers have led to the development and implementation of various incentive systems. The question of rewards for teaching and teachers has prompted considerable debate and discussion on performance-based or “merit” pay. However, few of the incentive systems implemented have investigated the psychological underpinning of rewards and teachers’ career development. This paper discusses the psychological parameters of extrinsic and intrinsic rewards and the career development of teachers.
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