Page, Damien (2016) Understanding performance management in schools: A dialectical approach. International Journal of Educational Management, 30 (2). pp. 166-176. ISSN 0951-354X (doi:https://doi.org/10.1108/IJEM-06-2014-0087)

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Abstract

Purpose: the purpose of this article is to provide a dialectical framework for the examination of performance management in schools. Design/methodology/approach: the article is based upon a qualitative study of 10 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 implications: this article 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: this article 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.

Item Type:	Article
Uncontrolled Keywords:	Appraisal of teachers, Classroom observations, Headteachers, Learning walks, Performance management of teachers, Professional autonomy of teachers
Faculty / School / Research Centre / Research Group:	Faculty of Education, Health & Human Sciences
Last Modified:	18 Jul 2017 14:06
URI:	http://gala.gre.ac.uk/id/eprint/13863

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