Public administration dilemmas: an analysis of teachers� perceptions of the effects of performance evaluation in post-colonial South Africa
By: Mutereko, Sybert.
Contributor(s): Ruffin, Faith.
Material type:
BookPublisher: 2018Description: p.34-45.Subject(s): New public management | Performance evaluation | Public administration | Public administration - South Africa
In:
International Journal of Public AdministrationSummary: The adoption of the principles of New Public Management by many governments across the world was invariably accompanied by the implementation of performance evaluation. It is generally accepted that performance evaluation optimizes the performance of workers. As part of a broader investigation which employed a mixed methods approach, the study used data from six interviews with high school principals and 100 survey questionnaires with purposively selected high school teachers in uMgungundlovu District of KwaZulu-Natal, South Africa. In the analysis of this data, the paper demonstrates that beyond the obvious benefits of performance evaluation such as improvement in performance, there are also unintended consequences such as a narrow focus on measured output, teacher burnout, and falsification of information in order to maximize credit or to avoid punishment. This study illustrates the understandings of high school educators in uMgungundlovu District of the effects of performance evaluation. The findings have important implications for public administration and scholars alike. - Reproduced.
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Articles
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Indian Institute of Public Administration | 41(1), 1-Jan, 2018: p.34-45. | Available | AR118512 |
1-Jan
The adoption of the principles of New Public Management by many governments across the world was invariably accompanied by the implementation of performance evaluation. It is generally accepted that performance evaluation optimizes the performance of workers. As part of a broader investigation which employed a mixed methods approach, the study used data from six interviews with high school principals and 100 survey questionnaires with purposively selected high school teachers in uMgungundlovu District of KwaZulu-Natal, South Africa. In the analysis of this data, the paper demonstrates that beyond the obvious benefits of performance evaluation such as improvement in performance, there are also unintended consequences such as a narrow focus on measured output, teacher burnout, and falsification of information in order to maximize credit or to avoid punishment. This study illustrates the understandings of high school educators in uMgungundlovu District of the effects of performance evaluation. The findings have important implications for public administration and scholars alike. - Reproduced.
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