Appraisal policy and implementation issues for New Zealand schools

Abstract

The failure of schools between 1990 and 1995, to respond to the imperative to establish systems for staff appraisal resulted in the Ministry of Education in New Zealand prescribing guidelines for schools to follow from 1996 onwards. This paper explores forces which shaped national policy in the framework of the reform movement, describes the policy development process and a national training programme for its introduction and examines challenges presented for principals who are expected to be accountable for policy implementation. National policy (which frames problems and solutions in structural terms) is analysed to show how it can fail to address dilemmas at the heart of staff appraisal activity. Problems inherent in attempting to mesh dual purposes of appraisal are identified, and the requirements of a “dilemma management” approach are explained in relation to the role of the principal.

Citation

Cardno, C. (1999), "Appraisal policy and implementation issues for New Zealand schools", International Journal of Educational Management, Vol. 13 No. 2, pp. 87-98. https://doi.org/10.1108/09513549910261168