Teacher Compensation, Workplace Motivation, and Public Education Policy: Evidence from Alberta, Canada.

Abstract

Teacher compensation is an important public-policy and workforce issue because pay, benefits, workplace support, and recognition shape how educators experience and sustain their work. This study examines how primary and secondary school teachers in Alberta perceive compensation structures, workplace motivation, and benefit packages, and considers the implications of those perceptions for public education policy and workforce sustainability. The study uses a descriptive mixed-source design combining questionnaire data from 21 Alberta teachers with secondary evidence on teacher earnings, education-sector financing, staffing, and working conditions. The analysis is guided by Herzberg’s Two-Factor Theory, used as an interpretive framework for distinguishing compensation and working conditions from recognition, responsibility, and other potentially motivating features of work. Findings indicate that most respondents perceived little or no change in their pay structure, while many reported increased stress, workload pressures, and limited classroom support. Respondents identified improved vision and dental coverage and stronger workplace recognition and support as areas for improvement. Recent Alberta evidence similarly documents workload intensification and concerns about teacher well-being and sustainability. The study contributes a context- specific descriptive account that connects teachers’ reported compensation experiences with workplace conditions and the public-policy environment in Alberta. Given the small, convenience-based sample, the findings are not statistically generalizable to Alberta’s teaching workforce; rather, they identify patterns and policy questions for further investigation. The article concludes with implications for pay progression, workplace recognition, classroom support, benefits, and workforce-sensitive education funding.