Performance appraisal: principals’ perspectives and some implications

Performance appraisal and teacher evaluation systems in schools have been subject to criticism in many countries because they have not met perceived requirements of educators and/or the state. This study sought the views of New Zealand secondary school principals to whom responsibility for developing appraisal systems has been devolved since 1989. In general, principals developed systems that met their own requirements and were reasonably satisfied with their efforts. Some principals prioritised developmental purposes while others included accountability purposes. These two groups experienced different outcomes. In some cases, staff opposition prevented principals from developing accountable systems. Although the performance appraisal systems developed by principals mostly met their own requirements, most did not all meet the state’s requirements for accountability.

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