The appraisal of teachers' performance and its impact on the mutuality of principal-teacher emotions

Abstract

The current study examines the mutual discrete emotions among superiors and their above-and below-average workers within a hierarchical organisation (school). Using a survey method within a random sample of 40 elementary schools in Northern Israel, each principal and four of his or her teachers (two who had been appraised as excellent and two who had been appraised as poorperforming) completed two questionnaires which addressed the teachers' perceived performance and emotions toward the principal/teacher. As expected, the above-average teachers were found to be more favourably professionally evaluated by their superiors than the poor-performing ones. The principals expressed very positive emotions toward them. These highly regarded workers shared mutually positive feelings and similar teacher performance appraisals with their principals. In contrast with the principals' evaluations, the below-average teachers perceived their own performance as very good. Unlike the teachers' mainly positive feelings, the principals experienced mixed emotions. The lower intensity of emotional 'tone' reflects the principals' hesitation about taking any action which might lead to a deterioration in relationships with these teachers. The discussion proposes the theoretical framework of a vicious circle, in which the principal's undelivered direct feedback does not reach the teacher, who mistakenly believes that if nothing is said everything is all right, and therefore maintains his or her high self-esteem and poor performance.

Teacher Performance in Terms of Technopedagogical Content Knowledge Competencies

“…When the literature is reviewed, performance and performance evaluation are handled with many concepts such as: organizational commitment (Swailes, 2002); organizational citizenship (Podsakoff, MacKenzie, Paine & Bachrach, 2000); organizational culture (Biswas, 2009;Harwiki, 2013;Jung & Takeuchi, 2010;Ogbonna & Harris, 2000); organizational climate (Litwin and Stringer, 1968); stress (Kakkos & Trivellas, 2011;Kazmi, Amjad, & Khan, 2008;Khalid, Murtaza, Zafar, Zafar, Saqib, & Mushtaq, 2012); burnout (Garden, 1991;Taris, 2006); motivation (Kunz & Pfaff, 2002); organizational learning (Garcia-Morales, Jimenez-Barrionuevo and Gutierrez-Gutierrez, 2012, Montes, Moreno, & Garcia-Morales, 2005); conflict management (Kotlyar, 2001;Wakefield, Leidner, & Garrison, 2008); organizational justice (Williams, 1999;Zehir, Akyüz, Eren, & Turhan, 2013); school culture (Heck & Marcoulides, 1996;Maslowski, 2001), organizational trust (İşleyen, 2011), teacher education (Ferguson & Womack, 1993;Pecheone & Chung, 2006), leadership style (Danişman, Tosuntaş & Karadağ, 2015); quality of life (Bektaş, 2013). At the same time, there are studies on performance evaluation such as teachers and administrators' opinions (Altun & Memişoğlu, 2008;Alpaslan, 2015;Soydan, 2012;Süzen, 2007;Tamam, 2005;Yariv, 2009); performance evaluation tools (Flowers & Hancock, 2003;Gün, 2012;Koçak, 2006); and performance evaluation methods…”

İlk ve Ortaokullardaki Öğretmenlerin Sınıf Yönetimi Becerileri ile Performansları Arasındaki İlişkinin İncelenmesi

“…İlgili alanyazın incelendiğinde öğretmen performansı ve veli etkinlikleri (Aydemir, 2008), iş doyumu (Koç, Yazıcıoğlu ve Hatipoğlu, 2009 ve Yazıcıoğlu, 2010), insan kaynakları (Akyol, 2008) ve öğrenci görüşleri (Tüfekci, 2008) arasındaki ilişkileri inceleyen bir dizi araştırmanın yapıldığı görülmektedir. Ayrıca öğretmen performans yönetimi (Bostancı, Yolcu ve Şap, 2010;Boyacı, 2003;Çolak, 2007;Şentuna, 2007) ve öğretmen performansı değerlendirme (Alghanabousi, 2010;Cihantimur, 2006;Cooper, 2005;Duran, 2008;Harris ve Sass, 2012;Lamm, 1990;Miller, 2009;Tonbul, 2008;Yariv, 2009) konularını inceleyen çalışmalar yapılmıştır. Öğretmen performansını teşvik (Eberts, Hollenbeck ve Stone, 2002;Miller, 2011;Mitchell, 2009), öğrenci başarısı (Eisenberg, 2008;Spiggle, 2003;Washington, 2011), öğretmen geçmişi, kişilik özellikleri, sosyo-ekonomik statü (Bowers, 2006) ve ücret (Muralidharan ve Sundararaman, 2009) açısından ele alan çalışmalar olduğu görülmüştür.…”

Educational Leaders and Emotions

“…Using questionnaires, Yariv (2009) investigated five individuals in each of 40 public elementary schools in Israel: the principal and two above-average-and two below-average-performing teachers. Findings showed that principals expressed highly positive emotions toward the high-performing teachers, including pride, appreciation, gratitude, happiness, and hope.…”