This study examines the implementation of the Kentucky school-based performance award program in 16 elementary, middle, and high schools in the fall of 1996. Distinct differences were found between award- and non award-winning schools. Alignment of school goals and resources, including curriculum, professional development, and principal leadership were key enabling conditions associated with award schools. The state intervention strategy for helping initially unsuccessful schools enabled these schools to develop organizational conditions associated with award-winning schools. The data suggest a model of teacher motivation that builds on previous research in education and on empirical research on employee motivation.
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