How are Teachers Managing Performance Management?

Abstract

This study reports the findings of a 2-year longitudinal study that examines the stance taken by a group of Western Australian teachers to the introduction of compulsory performance management in 1997. It shows that during the first year of implementation (1997), teachers responded to the new programme with significant levels of scepticism, mistrust and anxiety. By the second year (1998), despite continued reservations, the teachers found they could take charge of the process, maintain a sense of autonomy and control over their work, and capitalise on the limited opportunities for professional growth provided by annual appraisal cycles. A concluding theme emerging from the teachers' reported experiences and reflections is that management-inspired programmes of performance review have little impact on authentic teacher learning compared with active teacher participation in strong, accountable professional learning communities developed within and across schools.