Teacher Performance Management Research Articles

ANALISIS MANAJEMEN KINERJA GURU (Studi Kasus Madrasah Aliyah Al Ayyubi di Sidoarjo)

Analysis of Performance Management Teacher Madrasah Aliyah Al Ayyubi In Sidoarjo Madrasah Aliyah Al Ayyubi is a private institution located in Sidoarjo East Java. Since 2011 until now, the problem arises that there are indications of not achieving satisfactory performance. This research uses a qualitative approach, which is trying to get as complete information as possible about the performance management of teachers at Madrasah Aliyah Al Ayyubi. Qualitative techniques are used as an approach in this study, because this technique is to understand rational reality as subjective reality especially madrasah citizens to formulate more concrete about teacher performance management. The result is that the existing performance management system in Madrasah Aliyah Al Ayyubi is said to be running almost 60%, in the planning phase Madrasah Aliyah Al Ayyubi has a work program that has been aligned as needed with vision, mission, target and madrasah strategy. However, in its implementation, out of 2 training models defined in the work program, monthly training that includes computer courses and case studies, many of the less participating senior teachers are different from junior teachers who welcome the effort. Another disadvantage of the performance management system in Madrasah Aliyah Al Ayyubi lies in performance evaluation, there is no formal and formal assessment format by Madrasah Aliyah Al Ayyubi and still uses the method of personal discussions and hearings, although previously held daily observations, Weekly and monthly performance of teachers in terms of discipline and teacher competence.

Understanding performance management in schools: a dialectical approach

Purpose – The purpose of this paper is to provide a dialectical framework for the examination of performance management in schools. Design/methodology/approach – The paper is based upon a qualitative study of ten headteachers that involved in-depth semi-structured interviews. Findings – The findings identified four dialectical tensions that underpin performance management in schools: the responsibility to teachers and the responsibility to pupils; external accountability and professional autonomy; discipline of teachers and support of teachers; fixed processes and improvisational practices. Research limitations/implications – This paper provides a means of examining the performance management of teachers from an alternative perspective, one that embraces tensions and contradictions and gives headteachers a richer understanding of how teachers are evaluated and judged. Originality/value – This paper moves beyond the traditional perspective of performance management in schools as a means of subjugation and control and offers an original dialectical framework within which to examine the phenomenon.

The visibility and invisibility of performance management in schools

This article presents findings from a study of performance management in 10 schools, five primary and five secondary. The aim was to gain a snapshot of how headteachers are interpreting and implementing the reforms to the performance and capability procedures for teachers introduced in September 2013. The findings suggest that the evaluation of teachers is conducted within a context of normalised visibility with evidence of competence collected via observations, learning walks, electronic data, organisational and architectural structures. However, this normalised visibility is contrasted with the normalised invisibility of the actual processes of judgement such as appraisal. Invisibility also frames the management of incompetence, with poorly performing teachers routinely offered ‘compromise agreements’ to avoid the official capability procedures. The article concludes by highlighting the limits of the panoptic metaphor in a consideration of teacher evaluation and discusses an alternative metaphor, that of glass, with which to view the performance management of teachers.

KINERJA GURU DALAM PENGELOLAAN PEMBELAJARAN DI SMK PEMDA PADANG PANJANG

This research is motivated by not maximal in the management of learning teacher at Government Secondary School Vocational pemda padang panjang. This study aimed to obtain information about the performance of the teacher in the management of learning. This study is a descriptive study population of all public elementary school teachers in Government Vocational School Long prairie, for the sample is 30 people. Data collection tool was a questionnaire Likert scale models that have been tested for validity and realibility. The data were processed using the formula mean. The results concluded general management of learning in vocational high school government long meadow is in the category quite well with an average score of 3.85 with the achievement levels reached 77%. Thus it can be said that the performance management of teachers in vocational schools teaching in the pemda padang panjang government done pretty well and hopefully all vocational high school teachers in the pemda padang panjang government can improve its performance in the management of learning in order to get a quality learning outcomes . Key word: Management of learningby teacher

Research on Strategic-oriented College Teacher Performance Management System

Research on Strategic-oriented College Teacher Performance Management System

Opinions of Teachers and Administrators Towards the Implementation of Teacher Performance Management Applications at Public and Private High Schools (Ankara Sample)

This research has been conducted to detect the opinions of teachers and administrators towards the implementations of teacher performance management applications at public and private high schools. In the study, it has been examined that whether opinions of teachers and administrators towards the implementation of teacher performance management applications at public and private high schools differ according to school type, title and of teachers at each school and education level. 74 administrators and 423 teachers working at either public or private schools in Ankara participated in the research. Arithmetical average, t test and two-factor variance analysis techniques have been used in data analyzing. According to results of the study, opinions of teachers and administrators towards the implementation of teacher performance management applications at public and private high schools differ according to school type and task. When the mutual effect of school type and task variables are examined together, it has been viewed that the mutual effect has not is not meaningful about the perceptions of implementation level. Whilst perceptions of public high school teachers’ of performance management applications change within their own school types, it does not differ in view of private high schools.

Opinions of Teachers and Administrators Towards the Implementation of Teacher Performance Management Applications at Public and Private High Schools (Ankara Sample)

Opinions of Teachers and Administrators Towards the Implementation of Teacher Performance Management Applications at Public and Private High Schools (Ankara Sample)

Opinions of Teachers and Administrators towards the Implementation of Teacher Performance Management Applications at Public and Private High Schools (Ankara Sample)

Opinions of Teachers and Administrators towards the Implementation of Teacher Performance Management Applications at Public and Private High Schools (Ankara Sample)

Humility and Wisdom

In June 2009 the New Teacher Project released its latest report, The Widget Effect: Our National Failure to Acknowledge and Act on Differences in Teacher Effectiveness (Weisberg, Sexton, Mulhern, & Keeling, 2009). Published a few months earlier, Larry Cuban's Hugging the Middle: How Teachers Teach in an Era of Testing and Accountability (2009), updates his landmark historical study of teaching practice, How Teachers Taught (1993). These two pieces, read side by side, high-light the challenges to improve teaching practice on a large scale. Taken together, they bring to bear economic and historical lenses on the persistent questions: Why do we continue to allow weak instruction to go unaddressed in schools? What can policymakers do to ensure more teachers in the work force are able to foster students' academic growth? The authors of The Widget Effect (Weisberg et al., 2009) coined this term to name the flawed assumption that has pervaded American educational policy for decades--the assumption that teachers are interchangeable parts (p. 9). The report studies teacher performance management policies and practices in 12 school districts in four states. Its major finding is that teacher evaluation systems fail to produce meaningful information about teacher (p. 10). Without such information, administrators are unable to recognize and reward the most talented, weed out the most incompetent, and provide targeted support to improve the practice of the vast majority of teachers who fall in the middle of the performance range. For the authors, this amounts to an unacceptable indifference to instructional effectiveness that reflects a deep disrespect both for teachers and for the most vulnerable students in schools who are most likely to experience poor instruction. To enhance information administrators and teachers have available in making crucial teacher decisions, the report argues for a comprehensive reform of the evaluation systems and policies governing teachers in public schools. Specifically, they suggest a four-pronged strategy to reverse the Widget Effect. * Adopt a comprehensive performance evaluation system that fairly, accurately, and credibly differentiates teachers based on their effectiveness in promoting student achievement. * Train administrators and other evaluators in their teacher performance evaluation system and hold them accountable for using it effectively. * Integrate the performance evaluation system with critical human capital policies and functions such as teacher assignment, professional development, compensation, retention, and dismissal. * Adopt dismissal policies that provide lower-stakes options for ineffective teachers to exit the district and a system of due process that is fair but efficient. (pp. 7-8) Like many, we support the report's central tenet, that treating teachers as widgets is disrespectful to teachers and detrimental to the profession. We find refreshing the idea of a teacher evaluation system that values teachers' individuality while holding teachers accountable for student learning. Although the report offers a sensible, rational approach to both raise the bar for instructional practice and root out subpar instruction in public schools, we believe it is unlikely to occur unless accompanied by a simultaneous transformation in the public policy/media climate as well as professional organizational norms and practices. To contextualize this claim, we turn to Cuban's Hugging the Middle (2009). In Hugging the Middle, Cuban (2009), who has lived his professional life with one foot in schools and the other in the world of educational research, aptly characterizes the policy/media climate in the following terms: Since the mid-1980s, state- and federally-driven reforms aimed at improving student academic achievement have sprinted through U.S. schools.... The theory behind the business-inspired standards-based reform, then and now, is that when state leaders clearly prescribe goals and outcomes that schools must meet, accompanied by clear rewards and penalties, yet leaving the process--how schools meet goals and benchmarks--to the districts and schools themselves, then schools will perform better than they have. …