Running Head: TEACHERS SALARIES 1

Teachers Salaries

Students Name

Professors Name

Institution

Course

Date
TEACHERS SALARIES 2

The conveying of knowledge in formal learning establishments is done through teachers who

have trained in the art of disseminating knowledge on students life (Brewer & McEwan, 2010).

Many people believe that teachers have to be paid based on the academic performance of their

students tests. People believe that, by doing so would advance the general academic

performance of the students and that their teachers shall be paid on the grounds of their hard

work in a given year. This argument, though, is contentious majorly because it fails to consider

the flip side. I do not agree with the aforesaid due to the reasons highlighted below.

The first reason why teachers salaries should not be based on their students academic

performance is that teachers would rather resort to home tutoring mainly because they are more

alarmed about their salaries than students understanding of the subject. In this scenario, the

circumstance descends into a tale of materialism, and eventually, the students are the ones to

suffer from the demise (Brady et al., 2012). Further, if students home tutoring is made necessary

the entire schedule of the students can be turned upside down. Making use of such policy to

teachers would denote that students will have no option but to attend the extra tuitions even when

that is not what they need.

Secondly, there is no lack of standard academic performance test for testing students in learning

institutions. Teachers should not be on the blaming end for the students failure but the system

since there is a standard test to gauge students performance. The well-known tests in many

learning institutions in currently are the aptitude test which majorly measures the students grasp

of vocabulary, mathematical prowess, and reading comprehension (Dottin, 2010). These current

academic tests do not involve history, geography, and science subjects and there are no

standardized tests available in institutions. Further, this would raise problems with those students

taking minority subjects since the judging scheme would be varied because it does not consider
TEACHERS SALARIES 3

the whole schooling population due to the small group of students involved. Therefore, the lack

of standard gauging tests for students hence hinges on this argument by precisely depicting that it

would be imprudent and flawed for teachers salaries to be tied to their students performance

(Dottin, 2010).

Thirdly, if teachers pay were to be based on the academic performance of their students, the

circumstance would bring about a prejudiced manner of awarding marks to students. People have

to be extensively informed that teachers mark the student's test papers, and therefore, if teachers

were to be paid on their merit performance, they would award higher marks to students so that

they perform well (In Arber, In Blackmore & In Vongalis-Macrow, 2014). There would be many

dishonest teachers awarding their students higher unwarranted marks for their benefit hence

risking the lives of the students. Other critics might suggest that evaluation of a specific class of

students to be conducted by different other than that is used to teaching the students, but this

would invite in a system that would be plagued with bribery as well as corruption. The class

teacher would choose to bribe the other, or the assessing teacher decides to award bad grades

intentionally so that the class teacher could be affected if it happens to be someone that they do

not support. A lot of issues would arise in the teaching fraternity that eventually can endanger

and challenge the system of education that is currently in place (In Arber, In Blackmore & In

Vongalis-Macrow, 2014). Due to this, the issue of teachers been paid based on their students

academic performance is not sound and valid.

Fourthly, the students performance for a whole academic year is not a holistic measure of

gauging what they learn in the classroom. Very many factors are involved in the entire process. A

great number of the students prefer going to tuitions and attending extra classes since they think

the topic being covered would be revisited during the tuitions in a better way. The students think
TEACHERS SALARIES 4

that they grasp more of what is being taught by the tuition teacher. This situation acts as an

obstacle to the teacher's attempts to teach the students in the classrooms. Moreover, the greater

part of the academic performance lies entirely on the student other than the teacher. The chances

of good performance are on a higher percentage vested on the student that the teacher since the

teacher might do his or her best to ensure that the students pass, but on the contrary, they have

other distractions that are diverting their interests from school work (Bruns, Filmer & Patrinos,

2011). It is very intricate for the teachers to get 100 percent pass on their students since students

have varied understanding capabilities. Therefore, teachers cannot account entirely for the

academic performance of their students, and hence the role of scoring good grades lies

immensely on the students shoulders and not teachers.

Finally, because the teachers salaries would increase irrespective of their qualifications, it is

likely that teachers with low qualification would be given higher pay than those with PhDs

simply due to the poor performance of their students (In Arber, In Blackmore & In Vongalis-

Macrow, 2014). This would implicate that hard work holds no good in a professional

atmosphere. Many teachers would be demoralized to teach hence the big task left to the students

to read for themselves. Further, some teacher would seek for alternative sources of income

considering that their profession is not remunerating them adequately.

Conversely, I concur with the adoption of this methodology that teachers should be remunerated

based on their students academic performance. The adoption of this technique by the state would

guarantee that all the teachers are committed to paying equivalent consideration to every student

(Leon, 2010). Also, teachers would utilize effective and innovative learning methods that could

promote the student's performance much better. The adoption of this methodology would make

the teaching profession quite scary. For instance, I have come across several teachers who take
TEACHERS SALARIES 5

teaching profession merely to get an annual experience in the field to advance their resume so

that they could get into better institutions that can pay them handsomely in pursuit of their

knowledge. These kinds of teachers do not make good use of their teaching skills and their

teaching sessions are quite dull to the students. Paying teachers centered on the academic

performance of their students would guarantee that both new and experienced teachers employ

sufficient attempt into their teaching for the students to learn and perform better in their tests

(Leon, 2010).

In conclusion, despite there been some perks of making use of this methodology, it serves more

harm than good. Teachers should not be remunerated based on their students academic

performance because the disadvantages are unjust as much as the lives of students are concerned.

Therefore, I sturdily believe that this methodology should not be implemented else the lives of

teachers and their students would be negatively impacted in a greater portion.

TEACHERS SALARIES 6

References

Brewer, D. J., & McEwan, P. J. (2010). ECONOMICS OF EDUCATION. Burlington: Elsevier

Science.

Brady, K. P., Brown, F., Cattaro, G. M., Donahoo, S., Eakle, A. J., Eckes, S., Hunter, R. C., ...

Thro, W. E. (2012). Debating issues in American education: A Sage reference set. Los

Angeles: SAGE reference.

Dottin, E. S. (2010). Dispositions as habits of mind: Making professional conduct more

intelligent. Lanham, Md: University Press of America.

In Arber, R., In Blackmore, J., & In Vongalis-Macrow, A. (2014). Mobile teachers, teacher

identity and international schooling.

Bruns, B., Filmer, D., & Patrinos, H. A. (2011). Making schools work: New evidence on

accountability reforms. Washington D.C: World Bank.

Leon, K. (2010). Teacher's Turn: Speaking Out By Katrina Johnson Leon (1st ed.). Xlibris

Corporation.