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Teacher appraisal: a lesson on confusion over purpose

Robert Gratton (Visiting Leader at the New Zealand Principal and Leadership Centre, Albany, New Zealand)

International Journal of Educational Management

ISSN: 0951-354X

Article publication date: 1 August 2004



This article describes a study of a large urban school's teacher appraisal system to ascertain the teachers' perceptions of the purpose of the appraisal system in use. The study initially involved an examination of government promulgations, which establish the requirement for an appraisal system, and a similar examination of the school's documentation, which contextualise the system for the teachers concerned. A survey questionnaire and interviews were then used to establish the teachers' perceptions. The main finding from the study was that the teachers had no clear sense of purpose for the appraisal system and consequently had little commitment to it. The general view from the teachers was that appraisal in this school was of little value and wasted otherwise valuable time; it is ineffective. The findings may provide a useful insight for schools that are reviewing their appraisal systems and policies.



Gratton, R. (2004), "Teacher appraisal: a lesson on confusion over purpose", International Journal of Educational Management, Vol. 18 No. 5, pp. 292-296.



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Copyright © 2004, Emerald Group Publishing Limited

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