Abstract
<p style="text-align:justify">Different forms of the performance management system have been implemented in many countries for some years. As in other countries, in 1999 the government of Botswana took a decision to implement a performance management system (PMS) across the entire public service including schools. The government explained the purpose for which this reform was being implemented. Using grounded theory, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed about senior management team’s perceptions of the implementation process in senior secondary schools in Botswana. These members of the senior management team are responsible for the implementation process of the PMS in schools. This paper looks at participants’ perceptions regarding the expected benefits of the PMS in senior secondary schools.</p>
Highlights
Different forms of the performance management system have been implemented in many countries for some years
The participants hold expectations about what the benefits of the performance management system (PMS) would be as well as what it should be. They perceive the purpose of the PMS to be a “reform for managing performance” and a “reform for improving performance” that would bring a range of benefits to their schools
The findings address the research question pertaining to the senior management team’s perceptions about benefits of the performance management system in senior secondary schools in Botswana?
Summary
Different forms of the performance management system have been implemented in many countries for some years. There had been other reforms implemented in the schools These reforms include the annual confidential reports, the job evaluation for teachers, the teacher performance appraisal scheme (Monyatsi, Steyn, & Kamper, 2006b), the secondary schools management development project and the pastoral care system (Monyatsi, 2005). The job evaluation for teachers emphasised the significance of an assessment of teachers on a continuous basis, and like the confidential reports linked teachers’ performance to pay and promotion (Monyatsi, Steyn, & Kamper, 2006a). A new reform, the teacher performance appraisal scheme, was introduced in schools in 1992 This scheme was intended to assess the performance of teachers objectively with the data contributing to the pay and promotion process. It offered teachers the opportunity to learn from their own assessment (Monyatsi, 2002; Monyatsi, Steyn, & Kamper, 2006b)
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