PERSPECTIVE OF PERFORMANCE MANAGEMENT

IN SECONDARY SCHOOLS

INTRODUCTION
Education has been essential for mankind for ages. The need to get quality education
has only increased with time. It is very important for the people associated with
education system in India to look for better ways of managing the school activities. If
the education sector is well organized from the very beginning level of academics, it
will offer the students a wider scope for future growth. The effectiveness of
performance management throughout the school is set by monitoring the correlation
between the quality of teaching, pupil outcomes and other priority indicators with
appraisal outcomes. Performance management is implemented in order to achieve
potential of children, encourages challenges and supports teachers improvement.
The performance management system in different forms has been in existence
different sectors of the economies. This is used most often in the workplace, wherever
people interact schools, churches, community meetings, sports teams, health
setting, governmental agencies, and even political settings - anywhere in the world
people interact with their environments to produce desired effects. Performance
management is described in the literature as very important not only in industry in
general but also in education in particular since it aims to improve quality of work
delivered (Atamturk et al., 2011). The school performance management serve as
important factor to improve the quality and efficiency of education. The schools
accountability to local community and other stakeholders has increased. Performance
management has crept in the education system as a result of demands for quality
education from parents and society at large (Chakanyuka 1999). Performance
management is a continuous process for identifying, evaluating and developing the
work performance of principals and teachers so that the goals and objectives of the
school are more effectively achieved, while at the same time benefiting teachers in
terms of recognition of performance which encompass appraisals, competency
management, skills-gap analysis, succession planning, and multi-rater assessments. A
performance management system regularly collects various types of information about
a service. These include inputs (costs), the quantity of service provided (outputs), the
benefits of the service to citizens(outcomes), and efficiency (the ratio of inputs to
outputs or outcomes). Performance management can also be used to prioritize and
allocate resources; to inform managers about needed adjustments or changes in policy
or program directions to meet goals; to prepare reports on the success or challenges in
meeting performance goals; and to improve the quality of services.
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PROBLEM DEFINITION
Performance Management It is a continuous process for identifying, evaluating and
developing the work performance of teachers, Principals so that the goals and
objectives of the schools are more effectively achieved, while at the same time
benefiting teachers in terms of recognition of performance, professional development
and career guidance.

Perception - It is a process by which an individual makes sense of his/her experience

and also awareness about Performance Management System.

Schools - Schools under Different Management System such as government, private,

private-aided.

DEFINITION OF PERFORMANCE MANAGEMENT

Performance management is the process by which an organization integrates its

performance with its functional strategies and objectives to achieve the capacity of the
employees to the full potential in favour of both the employee and the organization, by
defining the expectations in terms of roles, responsibilities and accountabilities,
required competencies and the expected behaviours. (Bititci et al., 1997). Performance
Management is the process of creating a work environment in which people are
enabled to perform to the best of their abilities.

Performance management is about empowerment, performance evaluation, goal

setting, development planning, performance planning, coaching and feedback,
rewarding and disciplining. These are all elements that should be part of a good
performance management program. They are linked with each other. Performance
management is a continuous process of identifying, measuring and developing
performance in organisations by linking each individuals performance and objectives
to the organisations overall mission and goals. Performance management is a
demanding topic for human resource development of professionals, and it is especially
important to the employees of schools and organisations in their rethinking and
redesigning of their performance management systems in order to achieve quality
teaching and learning (Buchner 2007; Down, Chadbourne, & Hogan 1999; Rhodes, &
Beneicke 2002). As performance management is a process for establishing a shared
understanding about what is to be achieved and how it is to be achieved and an
approach to managing people to increase success, it is a closed loop control system
which arranges policy and strategy and gains feedback in order to manage the
performance of the system (Kagioglou, Cooper, & Aouad 2001; Pretorius, &
Ngwenya 2008; Storey 2002).
RATIONALE OF THE STUDY

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Education from being the privy of a select few has evolved into need of the hour for
every individual, however, it is yet to reach its entire spectrum in a country as vast and
varied as India. In addition to being available for each individual the education
imparted should be able to expand the minds of the pupil, i.e., there should be quality
education. To ensure that quality education reaches every pupil, it is important to
implement performance management system for teachers in India. Implementation of
performance management system would help in enhancing the performance of
students, teachers and principals.
With the establishment of CABE committee on universalisation of secondary
education (2005), efforts have made for universal retention and satisfactory quality
learning. CABE committee of universalisation of secondary education has identified
four pillars for holistic development of citizen of India: learning to do; learning to
know; learning to live together and learning to be. Despite efforts being made by
states for expansion and quality improvement of secondary education, little
information is available on planning and implementing quality in teaching learning
process and participation of schools.
Though there has been various initiatives to measure student performance, but there is
no evidence to suggest that positive impact is taking place in learning outcomes. Also
there is no evidence that trained teachers perform better than untrained teachers.
Motivation and effort level of teachers in government schools need understanding.
There are no clear indicators for supervision to enhance teaching learning outcome.
The learning outcomes of students are the central goal of education policy but
initiatives are required to invest in teacher performance measurement and
management system.
LITERATURE REVIEW
PERFORMANCE MANAGEMENT SYSTEM AS NEED
Andrew Brown, (2005) in his study of implementing performance management in
England's primary schools To provide an overview of the various ways in which
performance management is being implemented in England's primary schools. A
combination of documentary analysis, participant observation and audio-taped
interviews with primary school headteachers, deputy headteachers, teachers and
school governors. Information is provided on the following aspects of performance
management in primary schools: the meaning and purposes of performance
management in primary schools; education and training for performance management;
formulation and content of performance management objectives; measuring the
performance of heads and teachers; the effects of performance management on
teachers' professional development; and perceptions concerning the appropriateness
and reality of performance related pay. The value of introducing performance
management into primary schools remains an area for further research.

Kristi. P et al. (2013) "Balanced performance management in the public education

system: An empirical study of Estonian general education schools", The purpose of
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this study is to investigate ways in which the performance management at different
school management levels contributes to the performance of public schools in the
Estonian general education system. The study uses empirical survey data gathered
from 164 schools providing upper secondary education in Estonia. performance
management patterns in Estonian general education schools. At the individual,
operational, and strategic performance management levels, the primary performance
determinants are analysed. The research shows that a pupil's academic performance as
the most common indicator of a school's performance influences individual goals,
such as satisfaction with the quality of education and teaching in the school and the
pupils' further choices and opportunities in education. The satisfaction of other
interested parties such as teachers and parents is influenced by the school's strategic as
well as operational performance management measures. Therefore, a school's
performance management system must operate as a balanced system integrating the
individual, operational and strategic performance management levels of the school.
Atamturk H et al. (2011) Evaluation of Performance Management in State Schools:
A Case of North Cyprus Quantitative data were analysed and interpreted through
SPSS program based on ANOVA. 16 head teachers and 237 teachers from 11 state
secondary schools participated in the research. The findings revealed that teachers and
headmasters gained insights on performance management and its dimensions. In this
research, the significant difference between work experience of teachers and
headmasters and the dimensions of performance management was revealed. In other
words, there is a significant difference between work experience and the dimensions
of performance management which are the planning of individual performance goals,
reflection on observation reports, performance measurement, reward-punishment and
the relationship between individual performance and the culture of the organization.
This is critical in view of the range of challenges education organisations may
encounter which could make it difficult for them to effectively implement
performance management systems in their schools. Such challenges include lack of
staff confidence about the PMS (Down et al., 2000); inadequate resources to
implement the PMS (Desimone, 2002); increasing resistance from staff (Oplatka,
2003); large amount of paperwork involved in the implementation of the PMS
(OBrien & Down, 2002); and lack of support by government officials (Blackmore,
2004). successful implementation of a performance management reform requires the
confidence of teachers. This means that the confidence of teachers in the PMS is
significant if they are to accept it as a reform worthy to be implemented (Down et al.,
2000; OBrien & Down, 2002).

PROBLEM DEFINITION
Performance Management It is a continuous process for identifying, evaluating and
developing the work performance of teachers, Principals so that the goals and
objectives of the schools are more effectively achieved, while at the same time
benefiting teachers in terms of recognition of performance, professional development
and career guidance.

4
Perception - It is a process by which an individual makes sense of his/her experience
and also awareness about Performance Management System.

Schools - Schools under Different Management System such as government, private,

private-aided.
PROCESS OF PERFORMANCE MANAGEMENT SYSTEM
Performance of an academic program is correlated on the quality dimensions of the
performance management, the education system would ensure optimization of
potential in order to unfold individual potential and release their latent energy and to
promote economic growth and improve the quality of education. It is collective
framework used by an organisation in setting and measuring the desired outcomes and
activities of its individual staff who contribute to the achievement of the goals of that
organisation. The process of performance management includes:
1. Performance Planning: It involves a joint discussion between Principal,
coordinators and teachers where by goals, objectives, roles and performance
standards are agreed on. A Performance Agreement is drawn that defines clearly the
performance expectations in terms of results, skill, knowledge, behavioural skills and
performance factor skills required to attain the results.
2. Performance Execution: It focuses on three key elements: a. Contribution, b.
Capability, c. Continuous development. The principal and teacher have to act on
clearly defined roles and responsibilities. Individual's responsibilities is to achieve
objectives, solicit feedback and coaching, communicate openly, collect and share data.
Principal's responsibilities is to create condition that motivate, eliminate performance
problems, update objectives, provide development

3. Performance Assessment: The Principal together with teachers calls for

continuous assessment of teachers. continuously assess. Principal use a non formal
way to discuss strength, weakness and potential of teachers. It provides a means by
which individual contributions are recognized, feedback on individual performances is
given, assistance provided to staff in developing their potential and overcoming
problems in agreed ways.

4. Performance review: Performance review focuses on three key elements namely,

contribution, capability, and continuous development. Performance review provides a
basis for developing and broadening capabilities relevant both to the current role and
future role that the employee may have the potential to carry out.

FACTORS INFLUENCING PERFORMANCE MANAGEMENT

Factors influencing system factors are:

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1. System Factors

2. Employee Factors

3. Managerial Factors

4. Performance Measure Factors.

I. System Factors:
These factors are required for all organisations. Factors associated with the system
itself or with the procedure that could influence the effectiveness of performance
management
1.Time: Principals and teachers often complain that they are short of time and that the
appraisal process takes too much time. While the problem is recognised, an issue of
priorities and time management is to be taken care. (Moon 1997:19).
2. Negative perceptions: Performance management system transparency lead to
positive perception of teachers, heads etc. Poorly designed performance management
system does not only reduce the efficiency and profitability of the organisation, it also
has a negative impact on the morale and motivation of the employees (Wha and
Ching 2006:1). If the appraisal is kept open to employee input, it assists in conducting
effective performance appraisals (Anon., 2004:3).
3. Validation: Hunt (2005:206) emphasises the importance to the organisation of
validating its appraisal system. It should not be used without confirming that it is
working properly.
4. Continuous Process: The performance management process is year long process
(Keary et al. 2003:41). Regular feedback on classroom management, informal
exchanges in which the principals can inform staff members how they are doing, while
everyone's memories are still fresh. It also enables the principals to get regular feedback
from staff members.
5. Upper Management review: Arnold and Pulish (2003:232) recommend the
incorporation of input by others that qualify to assess an employee, to improve
objectivity.
6. Taking the system seriously: The biggest problem with appraisal is the fact that it
is not taken seriously by either the organisation or the employees Hunt (2005:222).
Organisations do not take the needs of the employees seriously and pay lip service to
performance appraisal. Employees realise this and, in turn, also do not take the system
seriously. In order for an appraisal system to work, the organisation has to have a
genuine interest in the wellbeing of its employees partly though recognising the
need for a work-life balance (Hunt, 2005:224).

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7. Purpose: Loftus (2006:1) lists the purposes of performance appraisal found in a
study of 288 organisations according to the following ranking order:
o To assess training needs;
o To improve current performance;
o To review past performance;
o To assess future potential;
o To assist with career planning decisions;
o To set performance objectives; and
o To assess salary increases.

8. Self Appraisal Self-appraisal includes enhancement of self-respect, increased

commitment to organisational and personal goals and motivation. The serious down
side of self appraisal which studies have shown that people rate themselves higher
than supervisors do (Hunt 2005:124).
9. Appraisal form: Every appraisal form should contain the following five elements: a.
Organisational core competencies b. Job family competencies c. Key job
responsibilities d. Goals and projects e. Major achievements (Grote 2002:139)

10. Rating levels: The majority of performance appraisal forms allow for between
three and five rating levels of performance (Grote, 2002:156). A numeric rating scale
should be actively avoided since people resent being classified in those terms and it
provides an illusion of perfection in the system., which does not actually exist (Grote.,
2002:160).

11. Normalisation: Performance in an organisation is not randomly distributed due to

all the efforts that companies put into enhancing individual performance, which tend
to shift the distribution of ratings in a higher direction - especially in well-managed
organisations. Demanding that ratings should follow the bell-shaped curve is not a
very effective approach, especially in small work units where managers will be
forced to rate employees higher or lower than what their actual performance warrants
in order to fit the curve (Grote 2002:162).

12. Consistency: Consistency includes cross-calibration meetings, where managers

who supervise similar groups compare appraisals and ratings before reviewing it with
the individual or their bosses (Grote 2002:185)

13.Link to vision and mission: It is important to link the organisation's performance

appraisal system to its mission, vision and values in order to achieve its strategic
objectives (Grote, 2002:226). An employee gets a better sense of where he fits into
the department and company as a whole Saunders (2000:22). It also creates an
opportunity for the manager and the subordinate to form a team of two, working
together towards the company mission.
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14. Training and Development: The performance appraisal is used to identify
training and developmental needs that the employee might have as well as areas in
which coaching could help the employee to improve (Saunders, 2000:22).

15. Performance Review: The performance review during the course of the year is
done to measure the quality of the employee's performance, strengths, to identify
improvement areas, to create a development plan, to identify on what and how is to
be done by the next review and how it is to be done. Saunders (2000:52).

16. Technology: Technology can enhance the performance management process. He

says web based appraisal systems could, for instance, collect, display and decipher
complex information, which encourages collaboration between managers and
employees. Frank (2003:6).

17. Feedback: Feedback is characterised as informative, continuous, daily, immediate,

informal, verbal, positive and not linked to other matters. Feedback should be given
instead of appraisal (Anon., 2004a:7).

18 Ethics: The system should not only be concerned with legal issues, but with moral
and ethical issues too. A well-designed system will ensure that the same procedures and
guidelines are used for everyone. (Hunt, 2005:32).

19. Performance related pay: Hunt says, "It can be difficult to review performance
with a view to providing reward at the same time as assessing individual needs and
personal issues. An appraisee is unlikely to be entirely honest if there is reward at
stake."

20. Grievance Procedure: It point out that regular feedback sessions give managers
an opportunity to document poor performance cases that may ultimately lead to
disciplinary action (Keary et al. 2003:41).

II. Employee Factor

Employee characteristics, which influence the performance management process are

discussed. Specific job-related skills are necessary to enable anybody to perform their
daily work, but the employee should also have skills in subjects such as negotiation
and bargaining in order to get the best individual deal (Hunt, 2005:8). In addition, it is
important to employees to feel the organisation needs them and respects them. This
is particularly difficult to achieve in large organisations. Employees need to believe
that the performance appraisal process is worthwhile and that there Is something of real
value in it for them (Moon, 1997:24). Apart from faith in performance management
system, and trust on rater, the other teacher competency factors are descriptions of the
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skills, knowledge, and attitudes that are required to meet the standards of practice for
the teaching profession.

The Five domains of teacher competencies are:

1. Commitment to Students and Student Learning: It includes teacher's
commitment to the well-being and development of all pupils, teaching proficiency and
support pupil learning and achievement, treat all pupils equitably and with respect,
provide an environment for learning that encourages pupils to be problem solvers,
decision- makers, lifelong learners, and contributing members of a changing society.

2. Teaching Practice: It includes teachers' command on their subject matter, and

education-related legislation, knowhow of variety of effective teaching and
assessment practices, effective classroom management strategies, know how pupils
learn and factors that influence pupil learning and achievement.

3.Leadership: It includes collaboration with other teachers and school colleagues to

create and sustain learning communities in their classrooms and in their schools, work
with other professionals, parents, and members of the community to enhance pupil
learning, pupil achievement, and school programs. Collegial dialogue and information
sharing helps to build friendship and helps teachers to share ideas which are very
important in implementing the curriculum, teachers staff developing each other so as
to achieve organisational effectiveness (Mnkandla 2004: 15).
4. Ongoing Professional Learning: It includes continuous professional learning and
its application to improve their teaching practices.

III. Managerial factors

These includes manager's ability to influence the effectively of the performance
management process or describes the manager's impact on the process.
The manager needs to demonstrate that he believes that the process is worthwhile by
investing appropriate effort and time into it. It is equally important that he / she needs
to demonstrate that he/she is skilled in the process of appraising staff by his knowledge
of the performance management process, the ability to analyse performance and to
lead the discussions. Moon (1997:24). An appraiser needs to understand people and
what makes them tick to be an effective appraiser (Moon, 1997:6). This is really
important since the objective of the whole process is to improve individual
performance. It is also important because it enables the rater to identify skill and
developmental needs. In order to get the best from the process, the multi-faceted skill
of the appraiser to lead the appraisal discussions is vital. These skills include
communicating, listening, questioning and criticising.

Manger or Principal's competency factors includes:

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1.Knowledge of employee job
2.Professional behaviour
3.Approachability
4.Commitment
5.Experience
6. Honest feedback
7. Listening abilities
7. People skills,
8. Officially trained,
9. Quality of Feedback and
10. Identification of training.

IV. Performance factors

It includes factors pertaining to performance goals that could influence the
effectiveness of the performance management process. Performance measure factors
include measurable goals, deadlines for achievement agreed between manager and
employee, employee efforts. Saunders (2000:15)

The Performance measure factor includes:

1. Realistic goals
2. Measurable targets
3. Employee control over achievement
4. Realistic time scale
5. Worth achieving
6. Clarity of priorities
7. Inclusivity

The multiple concepts of schools in India are under :

i. Central Government

ii. State boards

iii. Private Schools

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 Government School means a school run by the Department of Education of the
Union Territory/State Government.

Multiple concepts of Schools under Central Government:

1. Navodaya Vidalayas: Navodaya Vidyalayas are an autonomous organisation under
Ministry of HRD and affiliated to CBSE board.These schools are fully residential
schools from class VI to XII.These schools provide free education including boarding
and lodging to students. Meritorious students are selected.
2.Kendriya Vidyalaya Sangathan : Kendriya Vidyalaya Sangathan (KVS) was
established in November, 1962 to provide uninterrupted education to wards of the
transferable Central Government employees.
3.Central Tibetan Schools Administration: Central Tibetan Schools administration
is an autonomous organization under MHRD, Government of India established in
1961 with the objective to establish, manage and assist schools in India for the
education of Tibetan Children living in India while preserving and promoting their
culture and heritage.
The Multiple concepts of Schools under State Government:

1. Model School scheme was launched in November 2008 to provide quality

education to talented rural children at block level at the rate of one school per block.

2. Pratibha Vikas Vidalaya: Rajkiya Pratibha Vikas Vidyalaya are system of schools
run by Directorate of Education, Government of Delhi
3. Adarsh School . Adarsh school are set up by Punjab School Education Board for
Intelligent poor.

Private Schools as defined by CBSE

Private Unaided School means a school run by a Society/Trust duly constituted
and registered under the provisions of Central/State Acts not getting any regular
grant-in aid from any Government source(s).

RESEARCH QUESTIONS
i. How performance management is conducted in secondary schools?
ii. How school environment affects school performance management practice?
iii. Do age, gender, traditions and career length have influence on the practice and
use of performance management?
iv. To what magnitude is Performance Management encapsulated including
switchover between teacher appraisal and performance management?

OBJECTIVES OF THE STUDY:

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i) To study the present state of performance management system in schools.
ii) To study the level of supervision and observation teachers performance in schools.
iii) To study the level of training needs of teachers identified by schools
iv) To study the awareness of Performance Management System in schools.
a. To study the awareness of Performance Management System among principals.
b. To study the awareness of Performance Management System among teachers.
c. To study the awareness of Performance Management System among students.
v) To evolve a model of Performance Management System for addressing the gaps.

DESIGN OF THE STUDY:

To conduct study in two phases
1) Phase I- Trend Analysis on the basis of documents showing performance of IX- XII
class students.
A) Step 1
a. Central Government schools based on three different concepts by taking
sample size of 10 schools of each concept.

b. State Government schools based on three different concepts by taking sample

size of 10 schools of each concept.

c. Private Schools by taking sample size of 10 schools.

B) Step II

Selection of schools showing upward trends

a. Central Government schools based on three different concepts by selecting 5 out

of 10 schools of each concept showing upward trend.

b. State Government schools based on three different concepts by selecting 5 out

of 10 schools of each concept showing upward trend.

c. Private Schools by selecting 5 out of 10 schools showing upward trend.

2) Phase II includes perception and awareness of Performance Appraisal and

Performance Management System.

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 a. Random Sample of 10 teachers of each schools.

b. Heads of each school.

METHODS AND PROCEDURE:

i) Literature Review
ii) Identifying gaps in literature review.
iii) Focus group interviews with experts
iv) Documentation review of performance of students on the basis of academic
achievement of students.
v) Questionnaire based survey on a select sample through quantitative data and
face to face interviews.
vi) Observational schedule for teachers.
vii) Appropriate statistical tools shall be used to validate and analyse the data.

HYPOTHESIS:
H1a : The performance of students is impacted by the performance of the teachers.
H1o : The performance of students is not impacted by the performance of the teachers.
H2a : The performance of teachers is impacted by the assessment of supervisors.
H2o : The performance of teachers is not impacted by the assessment of supervisors.
H3a :The performance of teachers is impacted by the performance management system.
H3o:The performance of teachers is not impacted by the performance management
system.
EXPECTED OUTCOME:
A framework of performance management in schools would be drawn to suggest a
road map for improvement of quality of education through performance management
system. Framework could be based on the finding of the research including including
a qualitative assessment of the best practices and careful assessment of the
transplantability of the same into the environmental system in which these schools
will operate.

IMPLICATION OF THE PROPOSED RESEARCH

With this study a model would be suggested which could give the best results for
continuous quality improvement through performance management system.

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