I would be all for performance related increase. It would be a relatively easy task to set up some sort of monitoring scheme so that the effectiveness of a teacher's efforts could be gauged. Surprisingly enough, this type of scheme isn't welcomed by the teaching authorities
Because it would mean relying on other parts of the currently critically flawed system in order for it to be fair and appropriate. To pay teachers according to performance and effectiveness you need to pay them by the amount they increase their students' abilities by during the time they are at school. However, inner city kids on the poverty line obviously come in at a lot lower level than middle class kids in the suburbs. So you'd have to do it on what's called the 'value added' score, e.g. raising an F pupil to a D is rewarded more than raising a C pupil to a B.
BUT the data which measures pupil performance upon entry to a given school is wholly unreliable and inaccurate. This is because for the final year of a pupil's life at primary school they are relentlessly coached to answer SAT-style questions, thereby artificially increasing their grade. I can name you half a dozen 12/13-year-olds who I currently teach in one of my English classes that were supposedly level 4 or 5 at age 11 or 12 and who I have tested on 3 separate occasions this year (in both reading and writing) and are at MOST a low level 4. So according to that I've done nothing to improve them, when I could show you their book and identify basic literacy/sentencing/punctuation issues which prevent them from being anywhere near a level 5. And despite practice on improving them in class and comments to rectify it in their books, it's either ignored or progress is painfully slow.
Just one of the many reasons why SATs tests are completely artificial, removed from the real world, and just used as a government number-crunching device as opposed to aiding useful teaching.
True, however the tax free golden handshake is also pretty good

How much is that now, 9k or something?
HAH! It's 5k if you are secondary Maths or Science. 1/2 other subjects get 2.5k (such as me in English - later this year). However, English was removed from the shortage subject list this year.
There are a huge number of roles which get nothing at all - all of primary, history, geography, P.E, etc.
I think they get about 13weeks holiday, whereas most people get 4weeks.
So to do roughly the same amount of hours over a year as in a normal job they would have to do approx 10hr days. So roughly 8am-7pm inc 1hr for lunch. I very much doubt the majority of teachers do that every day.
It's not that simple. Take this as an example:
There were several weeks in the autumn term where, as an NQT, I had to make quite a few lessons as I went along (rather than drawing on previously collected material), on top of the marking of 4 sets of coursework for 4 different groups (times 2 or 3 for some of those groups, for different pieces), I had several parents' evenings, and I was out of school coaching the year 8 football team at least once a week, or taking them to a match. Some weeks I was working 60+ hours. However, other weeks I'll work a lot less - if there are exams on, for example, or if older kids are on study leave. This means I could likely get away with a working week much closer to 40-42 (approx.) hours. It really does blow hot and cold.
If you can think of an 'average' week, I'm in school by 8.10, and typically leave around 4/4.15, stopping for about 40 minutes for lunch. That's about 37 hours. There's a meeting a week, and if there isn't there's usually a parents' evenings, or somesuch. Add another couple of hours. Most nights I'll do about 90 minutes-2 hours work at home, with a mixture of marking/planning. I do no work on Saturdays. I spend about 3 hours on a typical Sunday afternoon preparing for the week ahead. So, if there is such thing as an average week, it's likely to be around 47-52 hours a week. This is very much in line with government figures which suggests a typical secondary teacher does 45-50 hours a week, with a primary one usually being low 50s.
BOTTOM LINE, FOLKS: Yes, we are not the most under privileged or underpaid section of the workforce, as we have an OK salary (but which could start a bit higher!) and a good pension. We take stick for long holidays. But we deal with your snotty brats for longer per day than what some of you do, and if it was all that easy and lovely, then the teacher training colleges would be bursting under the load of people wanting to do it instead of us. Last time I checked (despite the typical private sector downturn/increased application numbers situation), they weren't.
