This reader notes that people attracted to work in education are different from those who choose to work in risk-taking occupations. I would disagree only to this extent: Read Deming, Pink, Ariely, and Deci, who say that extrinsic rewards don’t work in the corporation either; that people, regardless of occupation, are motivated by idealism, a sense of mastery and autonomy, and other factors intrinsic to the work, not by bonuses. We are today seeing a resurgence of early twentieth century Taylorism, scientific efficiency, low-level behaviorism, which repudiate what cognitive psychologists have learned about what motivates people to do their best.
And one other thing: These days, education is a risk-taking occupation.
The reader writes:
Many of the reform efforts are attempts to use incentives and external
motivations, to get students and teachers to do what the reformers want, namely to
perform better on tests. It is a counterproductive approach. Firstly, teachers “differ from
those who select corporate careers. Education attracts people with both a strong service
ethic and a desire for job security, not entrepreneurs with a thirst for risk and
competition” (Evans, 2000).
Secondly, their “occupation permits them maximal freedom and minimal
supervision” and they “cherish their freedom and tend to see themselves—and to behave–as artisans in their separate studios, practicing their craft as they see fit” (Evans, 2000).
External incentives tend to dampen internal motivation (Deci, 1971; Deci,
Koestner, and Ryan, 1999; Fehr and Falk, 2002; Kohn, 1999). Critics of teachers are
operating under Theory X, that most workers are lazy and irresponsible, rather than
Theory Y that assumes teachers are self-motivated and responsible. This is a false
assumption.
Diane Ravitch's blog 
Good points Diane. Thanks for sharing your insights. Rewards and punishments are important and do affect us–just look at how the punishments we are now receiving as teachers are having a negative effect–however, they must be used with wisdom and care. As a result, teachers are being demoralized. Not only has their morale been eroded, but their morals and professional ethics are also being challenged by the current reforms. We can also see how other professions, such as doctors, lawyers, bankers and the institutions they work in have also been demoralized. These professionals and their professions are to be guided by the high ideals of service to the common good, but more and more they are being corrupted by self-interest, greed and bad practices.
A good doctor, lawyer or financier would not do anything unethical or against the standards of their profession. They would put the best interests of their clients, community and profession above personal interests. Traditionally, if practitioners violated these principles, they were looked down upon by others in the profession and the greater society. Also the professions and institutions they worked in would punish such violations.
When pursuing power and wealth replaces pursuing health, justice or well-being, then these professions lose their integrity and society suffers. We are experiencing this moral breakdown increasingly. Not only have immoral actions demoralized these professions; they are threatening to do the same to education and other institutions in our society. Interestingly enough, it those who have lost the high ideals that have cause this nation to advance that are leading the efforts to dismantle education.