Appraisal of school principals in an Australian department of education

Abstract

The aims of this study were, first, to consider from a theoretical perspective performance appraisal as a concept and as practised in 1991 in the Hunter Region of the NSW Department of School Education. Second, perceptions of the functioning of performance appraisal held by school principals in the Hunter Region were sought by questionnaire. Opinions of the principals on several dimensions of the appraisal process were measured, and appropriate scales developed. On the basis of questionnaire responses from 122 primary and secondary principals, subsequent interviews of a small number of targeted principals were also conducted to provide more detailed information on the process. The principals saw some positive aspects of performance appraisal insofar as it involved negotiation and was focussed on professional development. They were less inclined to support the use of performance indicators in the process. They also accepted that accountability was a legitimate concern in performance appraisal. Perhaps a useful indicator of future developments was that principals who had been involved in performance appraisal were more favourably disposed towards the process than those who had not been involved.