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Abstract
This paper describes the perceptions and experiences of headteachers following the first phase of implementation of the United Kingdom Government's national system of head‐teacher appraisal. The study takes a qualitative approach and is based on data drawn from in‐depth interviews with 15 heads in nine local education authorities (LEAs) in the North and South of England as well as documentary evidence obtained from the Government and seven of the nine LEAs. The heads were selected purposefully to provide maximum variation on a number of factors of interest, and they were interviewed using a loosely structured interview guide designed to allow their particular concerns and priorities to emerge. Analysis of the data sought to identify the common themes, or core elements, of headteachers’ experiences of appraisal in its varied implementations.
The paper describes the heads’ main positive and negative perceptions of the appraisal system based on their experiences of it in their dual role as appraisee and appraiser of colleague heads. The findings presented here show that there is considerable agreement among heads in their views of appraisal, and that many of their experiences correspond with the outcomes identified in the evaluation of the pilot appraisal arrangements. In addition the findings show that, although heads viewed their own appraisal as having little direct impact on the quality of teaching, and learning in school, and despite the negative aspects of the national arrangements, they regard it as a worthwhile process. The paper draws on the these findings to identify the strong and weak elements of the appraisal system in its varied implementations and to outline the implications of the heads’ experiences for policy development and further research.