Performance management—motivating and developing good teachers? The experiences of teachers in a small special school

Abstract

In 1998, when Teachers—meeting the challenge of change was published by the English Department for Education and Skills (DfES), one of the most fundamental reforms of the teaching profession was initiated—performance management. In 2005, all schools became subject to ‘Light Touch Validation’ of their performance management policy and procedures. At this significant time, this investigation seeks to explore the views and experiences of teachers in the first-named author's own school, which is a small special school. The author critically investigates the premise of performance management as promoted by the DfES and notes that the emerging literature on the topic focuses strongly on ‘mainstream’ schools where many of the research investigations have proved to be sceptical about the initiative. In contrast, through a survey and documentary analysis the author investigates the views and experiences of teachers in her own school and discovers a largely positive view and experience of performance management.

Acknowledgements

Acknowledgements and thanks go to Heather Johnson, Centre for Educational Leadership, University of Manchester, Mark Brundrett, Liverpool John Moores University and Julie Clarke, Assistant Head Teacher, Oulder Hill Community School, for their encouragement, guidance and support throughout this piece of research. Thank you also to all the teachers at Rodney House School in Burnage, Manchester where the research was carried out for their cooperation and support.