ABSTRACT
Psychologists have developed a number of theories to explain what might motivate teachers and one of them, self-determination theory, now has increasing support in empirical studies. This theory explains why the incentive-based approach of performance-related pay is unlikely to be able to consistently raise the work effort of large numbers of teachers. The chapter illustrates how morale of real-life teachers can be damaged through ill-thought-out performance-related pay, and can be raised up through activities that promote a sense of autonomy, competence and connectedness.
