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The purpose of this study was to examine factors affecting teachers’ work performance (i.e., task performance and discretionary performance) and career aspirations (i.e., remaining a teacher, seeking promotion to a principalship, and career change). Applying an inclusive social-cognitive perspective, the study integrated the personal, organizational, and leadership domains to explain teachers’ task performance, discretionary performance, and career aspirations. The three domains, represented by the independent variables of self-efficacy, collective efficacy, perceived organizational support, and principal leadership styles, predicted teachers’ work performance and career aspirations. Participants included 897 public school teachers in a southern state in the United States. The data gathering instrument incorporated several previously validated scales on study constructs. The analyses indicated that teacher self-efficacy, collective efficacy, POS, and principal transformational leadership all significantly predicted the teachers’ task performance, discretionary performance, and career aspirations. Study findings suggest directions for future research on factors influencing teachers’ work performance and career aspirations.

The quality of teaching across the world is often defined by students’ academic achievement. Yet, teaching and learning is a complex phenomenon. Standards and policy documents, internationally and within India, specify knowledge and skills for teachers. A variety of evaluation tools exist to measure teaching performance. The authors describe a Teacher Performance Review Process (TPRP) using a diagnostic tool internationally benchmarked and contextualized for India. Initially, 408 teachers from 10 schools completed the TPRP, with 95 teachers from 3 schools completing two cycles of TPRP. The TPRP incorporated multiple sources of evidence for rating each teacher on 27 performance indicators using a four-point scale. Rating frequencies were analyzed and results reported for an initial and second cycle of TPRP. Feedback from teachers and school leaders indicated this process supported improving the quality of teaching. TPRP, implemented as a cyclical process capturing evidence from multiple sources over time, potentially provides comprehensive documentation of the complex phenomenon of teaching performance, and supports teachers in continuous improvement.

The purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.

In this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.

This study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.

This model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.

The article aims to provide an insight into the perspectives and possibilities of implementing the performance‐related pay in the Estonian general educational schools. It also aims to test two propositions regarding factors that influence school performance and teachers' and school managers' opinions about performance management.

A total of 298 school managers and 2,165 teachers from general educational schools in Estonia participated in the study. The factor, regression and correlation analysis, independent samples t‐test and one‐way ANOVA analysis were used to study claims related to school management and performance and educational processes.

The results of the analysis show that besides teachers' activities and effectiveness factors, various school management factors play an important role in the shaping of the school performance and the opinions towards the implementation of performance appraisal and performance‐related pay.

The main limitation to the research is that it is difficult to measure the schools' outcome. Second, the study was mainly quantitative, with only a few open questions and thus, the respondents were neither able to give full answers nor provide explanations. Therefore, further case studies are needed to obtain a more precise overview.

Although performance‐related pay is seen as an important management tool for increasing schools' outcome, there is no clear overview as to how the school managers and teachers in Estonia look at the issue and which factors should be considered in implementing performance‐related pay.

This study aims to determine whether different perceptions based on a learner’s characteristics of age, gender, ethnicity, and duration of stay in Australia provide an explanation of teaching performance evaluations. Perceptions determine interpersonal behaviour (including communication and motivation)and the way a learner believes that they are going to be assessed by the teacher. Thereby, this will impact on a student’s formal evaluation of teaching performance through a student survey of teaching (SST). This study considers the existence of ethnic and gender bias in postgraduate students undertaking accounting‐related courses. The study applies a combination of quantitative online and offline surveys which include SST data and additional questions identifying demographic data to demonstrate that a learner’s evaluation of teaching performance is influenced by the learner’s perceptions. Whilst there were no significant findings related to gender, we identified that students from certain ethnic backgrounds and citizenship, had different perceptions of a teacher’s performance. In addition we identified age and duration of stay in Australia as two demographic elements which were also statistically significant.

The purpose of this paper is to analyse the situation of performance management, to be more precise, the usage and attitudes towards pay‐for‐performance on the example of Estonian schools and brings out practical implications for implementing pay‐for‐performance in Estonian general educational schools.

Altogether 298 headmasters and 2,165 teachers participated in this research. The goal of the research was to map the situation of the usage of pay‐for‐performance in Estonian schools and to find out teachers' and headmasters' opinions about the most effective pay‐for‐performance system.

Despite the great expectations of performance management and pay‐for‐performance, it is not being used in many Estonian general educational schools. However, the findings of this research show that both headmasters and teachers have quite positive attitudes towards pay‐for‐performance that gives a favourable platform for implementing pay‐for‐performance in the Estonian educational sector.

The study was mainly quantitative with only a few open questions, which raises limitations for finding complete answers and explanations to questions raised. Therefore, case studies need to be done to find answers to some interesting research questions.

With the view to raising the performance of the Estonian educational system and to guarantee its sustainability, a new course concerning schools' and pupils' individual development must be taken. It can be achieved through performance management and pay‐for‐performance, which also helps to raise teachers' motivation. A central feature of the pay‐for‐performance is that pay must be in accord with performance and must provide an incentive to promote the success of the organisation.

Emotions are an important aspect of work performance but are often overlooked, especially amongst preschool teachers whose work environment is laden with emotional job demands. The present study aims to examine the mediating role of emotional exhaustion in the relationship between emotional labour and contextual performance.

Using a cross-sectional design, data were obtained from 288 preschool teachers in the Tema Metropolis in the Greater Accra region of Ghana. The study's hypotheses were tested using structural equation modelling with maximum likelihood estimation in AMOS 21.0.

The structural equation modelling analyses revealed that deep acting had a direct positive relationship with contextual performance, whereas the direct relationship between surface acting and contextual performance was not statistically significant. Furthermore, deep acting and surface acting were indirectly related to contextual performance via emotional exhaustion.

The study's findings underscore the need for educational institutions and managers to create a supportive environment for teachers engaging in emotional labour, and to ensure that emotional labour is not overburdening teachers.

The study contributes to the literature on teachers' engagement in discretionary behaviours by elucidating emotional exhaustion as a linking mechanism between emotional labour and contextual performance in a non-Western context. This is one of the few studies to link emotional labour to contextual performance in the educational context.

This study investigated the in-role and extra-role performance of male and female teachers. Multigroup Analysis is applied to the unique combination of independent variable time pressures, mediating variable psychological empowerment and dependent variable teacher in-role and extra-role performance.

The reason for employing a distinctive methodology is because of male and female characteristics. In addition, data were gathered during COVID-19 using convenient sampling techniques from male and female teachers working in Pakistani higher education institutions.

The results showed that time has a significant impact on how well male and female teachers do their jobs. According to the gendered characteristics, psychological empowerment significantly intervenes between time pressure and teacher performance. Furthermore, the result provides policymakers with guidelines while assigning the task to teachers.

This article highlighted the issues of performance under time pressure imposed by an educational institution's employer and developed the mechanism for effective and efficient policies to improve the performance of teachers.

Under the lens of the cognitive theory of load, this study contributes to the literature on time pressure, psychological empowerment and teacher performance by introducing a novel concept and novel research framework.

This paper proposes a benefit of the doubt (BoD) approach to construct and analyse teacher effectiveness scores (i.e. SET scores).

The BoD approach is related to data envelopment analysis (DEA), a linear programming tool for evaluating the relative efficiency performance of a set of similar units (e.g. firms, departments, individuals, etc.) who use (possibly multiple) inputs to produce (possibly multiple) outputs in operation environments typically characterised by no reliable information on the prices of inputs and/or no (exact) knowledge about the “functional form” of the production or cost function.

A major appeal of BoD is the flexibility in the construction of the SET scores. In particular, BoD puts teacher performances into a relative perspective to be evaluated optimally, thereby accounting for different values and interpretations that teachers attach to “good teaching”. Furthermore, if available, stakeholder opinion can be easily incorporated into the evaluation. The swift identification of teachers' relative strengths and weaknesses is another advantage. The advantages show in the application.

Several issues specific to the construction and analysis of SET scores have remained largely untouched, and hence unresolved, in the literature. One particular blank area is the weighting and aggregation of SETs into teacher performance scores. This paper contributes to the literature in that it presents a methodology that addresses this issue. To illustrate the usefulness of BoD for teacher evaluations with summative intentions and/or formative purposes, the methodology is applied to SET data collected at a university college in Brussels (Belgium).

Based on the traditional conception of teacher effectiveness, proposes three strategies for improving it: short‐term, long‐term and dynamic strategies. Argues that the dynamic strategy is preferable, but that all of them have strong limitations because they ignore the complexity of teacher effectiveness and narrow the concept to the individual teacher, particularly in a classroom context. Proposes a new conceptual framework of total teacher effectiveness, whereby the total quality of the teacher competence layer contributes to the total quality of the teacher performance layer and the latter contributes to the total quality of the student learning experience layer and then to the quality of the student learning outcomes layer. Explains that the framework suggests a holistic approach to improving teacher effectiveness with the emphasis on the improvement of whole layers of teacher competence and performance instead of fragmentary improvement of teaching behaviour. Advises that in order to ensure total layer quality and maximize teacher effectiveness, a congruence development cycle should be established within the teacher layers to ensure congruence and pursue total teacher effectiveness. Suggests that the proposed conceptual framework can provide a new direction for studying and improving teacher effectiveness in particular and school effectiveness in general.