Performance Management In Education Research Articles

Pemanfaatan Big Data dalam Pembelajaran Jarak Jauh (PJJ) selama Pandemi pada Daerah 3T (Terdepan, Terpencil dan Tertinggal)

The COVID-19 pandemic has prompted the adoption of distance education worldwide, including in 3T regions facing challenges of limited infrastructure and accessibility. The utilization of Big Data holds great potential in enhancing the quality and accessibility of education in these 3T regions. This study aims to analyze the utilization of Big Data in distance education during the pandemic in 3T regions, identify its benefits in personalized learning, monitoring the learning process, and predicting student needs, and provide recommendations for further research. The research approach employed data analysis from a survey involving 500 schools in 3T regions. Data was collected through questionnaires that encompassed the aspects of Big Data usage in distance education and its impact on educational quality in 3T regions. Data analysis reveals that the utilization of Big Data in distance education in 3T regions has significantly contributed to student data collection and analysis, monitoring the learning process, and predicting student needs. These findings are consistent with previous research that highlights the benefits of Big Data in personalized learning and educational performance management. The utilization of Big Data in distance education in 3T regions during the pandemic holds immense potential in improving the quality and accessibility of education. Adequate training and education should be provided to teachers and school staff regarding the utilization of Big Data.

대학의 성과관리에 대한 국내 학술연구 동향 분석

As the direction of university evaluation changes to ‘first, financial support, and then performance management later’, the importance of university performance management is being emphasized more and more. The purpose of this study is to derive implications for future research by analyzing the overall trends of domestic academic research on performance management system in higher education and the main characteristics of research on educational performance management. An integrated literature review method was used. A total of 42 papers were analyzed by period, research method, and subject. In addition, the main research subjects of educational performance management and the mainly used performance management model were analyzed. Based on the results, it was suggested that the development of a performance management system for future educational performance management, conduct quantitative research for influencing factors and effect analysis, and development of a customized performance management model for curriculum performance evaluation of were suggested.

Antipolitics and the Hindrance of Performance Management in Education

AbstractPerformance management reforms are a popular way to try to create responsive and improving government. These types of reforms have become commonplace in education policy and the Journal of Public Administration Research and Theory (JPART) has been one of the leading venues for research on these topics. However, under-analyzed are the ways in which performance management policies represent antipolitical bent to education reform. We outline an argument that avoiding political decisionmaking in favor of reforms that create authoritative or purportedly neutral data risks undertaking policy change are not as meaningful as hoped. We select eight articles that represent research on performance management broadly and are thought provoking for a broader consideration of performance management in education policy.

Examining the Role of Results Based Management as a Performance Management Tool in Education: A Focus on Views and Perceptions of Teachers in Harare, Zimbabwe

The evolution in management and leadership styles within organisations is meant to improve organisational performance and goal attainment. As such, management approaches have evolved over the years from human relations management approaches to scientific management approaches and to a combination of both approaches. The changes in management approaches were aimed at improving organisational behaviour and performance results. With this in mind different organisations have come up with different performance management practices. This has resulted in service organisations such as education borrowing performance management practices from other fields such as commerce and industry. Within this context the Public Service Commission in Zimbabwe adopted the performance appraisal system in education and other sectors that fall under its jurisdiction in 1995. The performance appraisal system was meant to evaluate and improve the performance of teachers within the education system in Zimbabwe. Performance appraisal within the Ministry of Education was used as a strategy to review and evaluate the performance of school teachers, school heads and other education officers within the ministry. It was also used for the purpose of promotion and the award of bonuses within the public service in Zimbabwe. Apart from improving performance within the civil service, the system was meant to increase accountability as it placed emphasis on outcomes. From the performance appraisal system introduced in the 1990s, the Public Service Commission introduced Results Based Management (RBM) in education and other sectors in 2005. The paper aimed at establishing the extent to which RBM had been used in performance management in education. It aimed at exploring the extent to which RBM could be used as a management tool in the civil service, with particular reference to the education sector in Zimbabwe as it sought to answer the question: To what extent has RBM contributed to an improvement in performance and service delivery in the civil service? The paper relied on different indicators of performance, and the views expressed by teachers who were studying with the Zimbabwe Open University at the time of the study. The study used the mixed methodology and the descriptive survey design. Data was generated from one hundred teachers in schools in Harare who responded to structured questionnaires and open-ended questionnaires. Data was quantitatively and qualitatively analysed. A number of challenges that impacted negatively on the attitudes of teachers on RBM were identified. The paper made conclusions and recommendations on the applicability of RBM as a management tool.

Will Performance Management Restore Citizens’ Faith in Public Education?

ABSTRACT:Over the past decade, policymakers have expanded the use of performance management in public education in the United States. Education researchers have focused heavily on the ways these practices and policies shape teaching and learning, but have given much less attention to other expected outcomes of performance management. This article explores two specific areas where more research is needed: whether performance management improves public satisfaction and trust in public education, and whether it improves public oversight of education. We provide background on relevant educational issues and context for the study of performance management in education scholarship. Our goal is to draw additional researchers into this important line of inquiry.

Gestión de la formación permanente de directivos educacionales

En la dirección educacional se manifiestan insuficiencias en el desempeño de los directivos, como por ejemplo el predominio de una dirección por crisis, la adopción de posiciones defensivas de carácter operativo, deficiencias en la planificación del trabajo, la delegación y otras herramientas, habilidades y capacidades de dirección, la centralización excesiva de las funciones, o el empleo de prácticas y patrones aprendidos de la observación de modelos empíricos no idóneos. Por lo general, las acciones de formación de directivos se proyectan a partir de una determinación insuficiente de las necesidades y potencialidades reales. Estas insuficiencias están asociadas a la carencia de un modelo ideal de desempeño de los directivos educacionales; y en la dirección educacional se hace poco énfasis en las competencias profesionales que deben poseer los directivos para desempeñarse de manera eficiente. En el presente trabajo se distinguen los objetivos y principios que deben conducir a la formación permanente de los directivos, y se integran varios resultados científicos, como un modelo por competencias de desempeño ideal del directivo educacional, una tecnología para la determinación de necesidades formativas de los directivos, una estrategia para la formación permanente y una metodología para la evaluación del impacto de las acciones de formación permanente de los directivos educacionales.

Performance management in education: milestone or millstone?

The paper considers the extent to which the education sector has embraced performance management and performance-related pay. It contemplates the transfer and adaptation of performance management by the public sector as an audit mechanism for improving the performance, productivity, accountability and transparency of public services. The paper concludes by calling for a broader vision for reshaping education since it is argued that the activities of those working in schools, colleges and universities have been re-oriented by performance management techniques towards a competitive, performance culture.

Book Review: Performance Management in Education: Improving Practice

Book Review: Performance Management in Education: Improving Practice

Performance Management in Education: Improving Practice

Performance Management in Education: Improving Practice