Způsoby odměňování pedagogických pracovníků z veřejných finančních prostředků na vybraných všeobecných gymnáziích zřizovaných hlavním městem Prahou v období let 2020-2021

The diploma thesis provides an insight into how non-entitlement components are allocated to individual teachers in practice. The importance of the work lies in the fact that the legal regulation of non-entitlement components is very vague and methodological recommendations for the provision of non-entitlement components do not exist, yet their share in the salaries of pedagogues in regional education has been growing over the years. Through research, which was carried out at two high schools, it was found that different methods are used in practice for the evaluation of teachers, which include, for example, evaluations from students and internal inspections. The result is the finding that with the current setup of the system, when principals are unable to set specific criteria, rewarding teachers based on performance is not very appropriate. A large number of teachers do not know at all which components of salaries are non-entitlement. They do not know the criteria for obtaining rewards or personal evaluation, and at the same time some of the basic principles of performance-based remuneration are not observed. For these reasons as well, many educators may not perceive financial rewards as motivational. Despite all of this, both non-entitlement components of the salary are allocated to all teachers every year, while some earn hundreds of thousands of CZK per year only in bonuses. In the course of the research, it was also found that in the teaching profession, some assumptions, on which are based on various economic theories dealing with the issue of remuneration, are being questioned. As an example, we can cite the theory of implicit wage contracts, which is based on the idea that "employees are risk averse and therefore do not want to risk fluctuations in their remuneration", while most educators support the existence of performance components of salary and thus the fluctuation of the amount of their overall remuneration. For the teaching profession, some of the assumptions on which the theory of performance pay is based do not apply either. The assumptions "that employees are economically rational and self-interested" and "that employees consider options and act in a way that maximizes their payoffs" do not correspond to practice, since a large number of educators do not know and do not find out what they are evaluated for and even does not know the non-entitlement/"motivational" components of the salary.