Bureaucratic control or professional autonomy?: Performance management in New Zealand schools

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Title Bureaucratic control or professional autonomy?: Performance management in New Zealand schools
Author Fitzgerald, Tanya; Youngs, Howard; Grootenboer, Peter
Journal Name School Leadership and Management
Year Published 2003
Place of publication UK
Publisher Taylor and Francis
Abstract Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1080/1363243032000080050
Volume 23
Issue Number 1
Page from 91
Page to 105
ISSN 1363-2434
Date Accessioned 2010-03-01
Date Available 2010-03-03T06:40:29Z
Language en_AU
Research Centre Griffith Institute for Educational Research
Faculty Faculty of Education
Subject Educational Administration, Management and Leadership
URI http://hdl.handle.net/10072/29008
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1x

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