EVALUATION OF PERFORMANCE MANAGEMEN

EVALUATION OF PERFORMANCE MANAGEMENT IN STATE SCHOOLS: A
CASE OF NORTH CYPRUS
Hakan ATAMTÜRK **, Fahriye A. AKSAL ***, Zehra A. GAZİ****, A. Nurdan ATAMTÜRK *****
ABSTRACT: The research study aims to evaluate performance management in the state secondary schools in North
Cyprus. This study is significant by shedding a light on perceptions of teachers and headmasters regarding quality control of
schools through performance management. In this research, quantitative research was employed, and a survey was conducted
to gather quantitative data through questionnaires. Quantitative data were analysed and interpreted through SPSS program
based on ANOVA. 16 head teachers and 237 teachers from 11 state secondary schools participated in the research. The
findings revealed that teachers and headmasters gained insights on performance management and its dimensions. In this
research, the significant difference between work experience of teachers and headmasters and the dimensions of performance
management was revealed. In other words, there is a significant difference between work experience and the dimensions of
performance management which are the planning of individual performance goals, reflection on observation reports,
performance measurement, reward-punishment and the relationship between individual performance and the culture of the
organization.
Keywords: work experience, professional development, performance management, secondary schools
1. INTRODUCTION
1.1 Performance Management in Schools
The atmosphere of schools from the viewpoint of a management process has tensions due to the
bureaucratic systems and the professional autonomy. As schools have management units based on
their structures and size, these units are performing based on management responsibilities. In this
respect, there is the need to consider the bureaucratic system of assessment, evaluation, verification,
review and appraisal in order to control the professional works in schools (Cutler, & Waine 2001;
Fitzgerald, Youngs, & Grootenboer 2003).
According to Darling-Hammond (1990), schools are agents of the government that can be
administered by hierarchical decision-making and controls. Rules and procedures are shaped and
transferred based on policies, and teachers and headmasters are the key personnel to implement these
rules and procedures. In this respect, the work experience of teachers and headmasters plays a great
role in managing rules and procedures within decision making process.
As teachers’ professionalism relies on enhancing useful and meaningful knowledge about what
it means to be a teacher in their particular context, the terms of performance, management and work
experience play a great role in supporting the reflective practice of teachers and headmasters in their
work contexts. In this respect, performance management system is needed to evaluate their
performance for providing a rationale for a positive framework to improve the quality of teaching and
learning (Kagioglou, Cooper, & Aouad 2001; Randall 2009). Performance management provides the
recognition of the importance of teaching for the quality in education. In other words, teachers
improve the teaching profession by managing their performance (Down, Chadbourne, & Hogan 1999).

*
This study is part of PhD thesis.
** NEU PhD student, , Near East University, e-posta: [e-mail]
*** Assist. Prof. Dr, Near East University, e-posta: [e-mail]
**** Assist. Prof. Dr, Near East University, e-posta: [e-mail]
***** NEU PhD student, Near East University, e-posta: [e-mail]. ATAMTÜRK-et.al. / H. Ü. Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40 (2011), 33-43 34
Performance management is a demanding topic for human resource development of
professionals, and it is especially important to the employees of schools and organisations in their
rethinking and redesigning of their performance management systems in order to achieve quality
teaching and learning (Buchner 2007; Down, Chadbourne, & Hogan 1999; Rhodes, & Beneicke
2002). As performance management is a process for establishing a shared understanding about what is
to be achieved and how it is to be achieved and an approach to managing people toincrease success, it
is a closed loop control system which arranges policy and strategy and gains feedback in order to
manage the performance of the system (Kagioglou, Cooper, & Aouad 2001; Pretorius, & Ngwenya
2008; Storey 2002).
1.2. Definitions of Performance Management
Mwita (2000) defines performance management as any systematic approach to improving
organizational performance. Performance management is defined in many other ways:
“the process of delivering sustained success to organizations by improving capabilities of
individuals and teams” (Armstrong, & Baron 1998).
“is the process by which the organization integrates its performance with its corporate and
functional strategies and objectives” (Cheng, Dainty, & Moore 2007).
“the use of performance measurement information to affect positive change in organizational
culture, systems, and processes, by helping to set agreed-upon performance goals, allocating
and prioritizing resources, informing managers to either confirm or change current policy or
program” (Amaratunga, & Baldry 2003).
From these definitions it can be understood that performance management is a systematic
process of gaining measurable success indicators to keep schools and organizations in their ongoing
performance management process.
1.3. Performance Management for Professional Development in Schools
Continuous professional development puts forward the great impact for the need of
performance management which is a mechanism to motivate teachers regarding their work experience
in order to enhance teacher professional development and performance in schools. An attempt to
restructure and re-culture school atmospheres initiates the accountability and productivity of teachers’
work. This provides great insights for performance management in schools because performance
management bridges the needs to manage teachers’ performance and it is also used to get a rationale
stance for professional development and feedback in terms of work performance (Crouch, &
Mabogoane 2001).
As performance management is an ongoing cycle and a managerial tool to pursue educational
purposes, it is also a managerial strategy that consists of three stages. These stages are planning,
monitoring and review. In planning, discussing and setting priorities in terms of objectives is crucial.
In monitoring, examining the progress is essential in order to open a way for review. In this respect, in
the review process, it is taken into account for achievements within the challenging and flexible
performance management process (Cutler, & Waine 2001; Haynes, Wragg, Wragg, & Chamberlin
2003).
Education is a life long process which is fed by the achievements of teachers, students and
managers in order to enhance its quality. Considering performance management in schools is a
powerful evidence to manage achievements and sustain the quality in educational purposes (Barber
2000; Fitzgerald 2000). In this respect, managing performance in schools provides continuity and
cohesion in schools’ activities (Silcock 2002).
Performance management is accepted as the process of delivering sustained success to
organizations by improving capabilities of individuals and teams (Armstrong, & Baron 1998; Waal, H. ATAMTÜRK-et.al. / H. Ü. Eğitim Fakültesi Dergisi (H. U. Journal of Education), 40 (2011), 33-43 35
Hafizi, Rahbar, & Rowshan 2010), bridging the gap between the dimensions of performance
management. These are the planning of individual performance goals, the reflection on observation
reports, performance measurement, the reward-punishment and the relationship between individual
performance and the culture of the organization and work experience, which provides positive effect
to make changes in systems and processes by allocating and prioritizing resources within shared goals.
This research study relies on the framework of performance management dimensions which are
planning of individual performance goals, reflection on observation reports, performance
measurement, reward - punishment and the relationship between individual performance and the
culture of the organization. In this research the dimensions of performance management and the work
experience of headmasters and teachers were examined based on following research questions:
Q1. What are the perceptions of teachers and headmasters on performance management?
Q2. Is there a significant difference between the dimensions of performance management and work
experience?
Q3. To what extent is the performance management system carried out in the secondary schools in
North Cyprus?

2. METHODOLOGY
This research has a quantitative nature that relies on power of interpretation based on numbers.
In this respect, scale results on performance management in state schools shed a light on the
understanding of teachers and headmasters in relation to focus. Quantitative research emphasizes
quantification in both data collection and analysis within a deductive process. In addition, it relies on a
view of social reality as an external and an objective reality that is also appropriate for the focus of this
research (Bryman 2004).
2.1. Chosen Research Approach
Regarding the nature of the research as a deductive process within the quantitative paradigm, a
survey was conducted to examine the perceptions of teachers and headmasters on performance
management, to reveal how they manage performance and to determine to what extent the
performance management is carried out in the secondary schools through questionnaires (Cohen,
Manion, & Morrison 2000).
The rationale behind this chosen approach is that survey design research aims to gather
information from defined set of people as population through questionnaires or interviews

ผลลัพธ์ (อังกฤษ) 2:

EVALUATION OF PERFORMANCE MANAGEMENT IN STATE SCHOOLS: A
CASE OF NORTH CYPRUS
Hakan Atamturk **, *** Fahriye A. AKSAL, Zehra A. GAZİ ****, ***** A. Gokhan Atamturk
ABSTRACT: The AIMS Research Study. to evaluate Performance Management in The State Secondary Schools in North
Cyprus. Study this is significant by shedding a light on perceptions of Teachers and Headmasters regarding Quality Control of
Schools Through Performance Management. Research in this, quantitative Research was employed, and a Survey Conducted was
to gather quantitative Data Through questionnaires. Data were analyzed and interpreted quantitative Through SPSS Program
based on ANOVA. 16 head teachers and 237 teachers from 11 state secondary schools participated in the research. The
findings Revealed Teachers and Headmasters that insights gained on Performance Management and ITS dimensions. In this
Research, The significant difference between Work Experience of Teachers and Headmasters and The dimensions of Performance
Management was Revealed. In Other Words, there is a significant difference between Work Experience and The dimensions of
Performance Management which are The planning of Individual Performance Goals, Reflection on Observation reports,
Performance Measurement, reward-punishment and The Relationship between Individual Performance and The Culture of The
Organization. .
Keywords: Work Experience, Professional Development, Performance Management, Secondary Schools
1. INTRODUCTION
1.1 Performance Management in Schools
The atmosphere of Schools from The Viewpoint of a Process Management has tensions Due to The
bureaucratic Systems and The Professional autonomy. As Schools Have Management units based on
their Structures and size, these units are based on Management Performing responsibilities. In this
Respect, there is The Need to consider The bureaucratic System of Assessment, Evaluation, Verification,
review and Appraisal in Order to Control The Professional Works in Schools (Cutler, & Waine the 2,001th;
Fitzgerald, Youngs, & Grootenboer 2003).
According to. Darling-Hammond (the 1990th), Schools are Agents of The Government Can that be
Administered by hierarchical decision-Making and Controls. Rules and procedures are Shaped and
Transferred based on Policies, and Teachers and Headmasters are The Key Personnel to IMPLEMENT these
Rules and procedures. In this Respect, The Work Experience of Teachers and Headmasters Plays a Great
role in Managing Rules and procedures Within decision Making Process.
As Teachers' professionalism relies on enhancing Useful and meaningful Knowledge About What
it means to be a teacher in their particular context, The. terms of Performance, Management and Work
Experience Play Supporting a Great role in The Practice of Teachers and Headmasters in their reflective
Work contexts. In this Respect, Performance Management System is Needed to evaluate their
Performance for providing a positive Rationale for a Framework to Improve The Quality of Teaching and
Learning (Kagioglou, Cooper, & Aouad 2001; Randall two thousand and nine). Performance Management provides The
Recognition of The Importance of Teaching for The Quality in Education. In Other Words, Teachers
Improve The Teaching profession by their Managing Performance (Down, Chadbourne, & Hogan 1,999th). * This Study is Part of PhD Thesis. ** NEU PhD Student,, Near East University, E-Posta: Hakanatamturk @ Yahoo. .com.tr *** Assist. Prof. Dr, Near East University, E-Posta: [e-mail] **** Assist. Prof. Dr, Near East University, E-Posta: [e-mail] ***** NEU PhD Student, Near East University, E-Posta: [e-mail]. ATAMTÜRK-et.al. / H. Ü. Eğitim Fakültesi Dergisi (HU Journal of Education), 40 (2,011th), 33-43 34 Performance Management is a demanding Topic for Human Resource Development of professionals, and it is especially important to The employees of Schools and organizations in their rethinking and redesigning of. their Performance Management Systems in Order to Achieve Quality Teaching and Learning (Buchner 2007th; Down, Chadbourne, & Hogan 1999; Rhodes, & Beneicke the 2,002th). As Performance Management is a Process for establishing a Shared understanding About What is to be achieved and How it is to be achieved and an Approach to Managing People toincrease Success, it is a Closed LOOP Control System which Arranges Policy and strategy and Gains feedback in Order. to Manage The Performance of The System (Kagioglou, Cooper, & Aouad 2001; Pretorius, & Ngwenya the 2008th; Storey 2,002th). 1.2. Definitions of Performance Management Mwita (2 thousand) defines As any Systematic Approach to Performance Management improving organizational Performance. Performance Management is defined in many Other Ways: "The Process of Delivering sustained Success to Organizations by improving Capabilities of Individuals and Teams "(Armstrong, & Baron one thousand nine hundred and ninety-eight). "is The Process by which The Organization integrates ITS Performance with ITS Corporate and functional. Strategies and objectives "(Cheng, Dainty, & Moore 2007). "The Use of Performance Measurement information to affect positive Change in organizational Culture, Systems, and processes, by Helping to Set Agreed-upon Performance Goals, allocating and prioritizing Resources, informing. Confirm or Change Managers to either current or Policy Program "(Amaratunga, & Baldry the 2003rd). From these definitions it Can be Understood that Performance Management is a Systematic Process of Gaining Success measurable indicators to Keep Schools and Organizations in their Ongoing Performance Management Process. 1.3. Performance Management for Professional Development in Schools Continuous Professional Development for The Need puts Forward The Great Impact of Performance Management which is a mechanism to Motivate Teachers regarding their Work Experience in Order to ENHANCE teacher Professional Development and Performance in Schools. An attempt to restructure and re-initiates atmospheres The Culture School Accountability and Productivity of Teachers' Work. This provides Great insights for Performance Management in Schools Because Performance Management Bridges The Needs to Manage Teachers' Performance and it is also Used to Get a Rationale stance for Professional Development and feedback in terms of Work Performance (Crouch, & Mabogoane 2001). As Performance. Management is an Ongoing Cycle and a managerial Tool to pursue Educational purposes, it is also a managerial strategy that consists of Three Stages. These Stages are planning, Monitoring and review. In planning, discussing and Setting priorities in terms of objectives is Crucial. In Monitoring, examining The Progress is Essential in Order to Open a Way for review. In this Respect, in The review Process, it is Taken Into account for achievements Within The challenging and Flexible Performance Management Process (Cutler, & Waine 2001; Haynes, Wragg, Wragg, & Chamberlin 2003). Education is a Life long Process which is. Fed by The achievements of Teachers, Students and Managers in Order to ENHANCE ITS Quality. Considering Performance Management in Schools is a powerful Evidence achievements to Manage and Sustain The Quality in Educational purposes (Barber 2,000; Fitzgerald 2000). In this Respect, Managing Performance in Schools provides Continuity and cohesion in Schools' activities (Silcock 2 002). Performance Management is Accepted As The Process of Delivering sustained Success to Organizations by improving Capabilities of Individuals and Teams (Armstrong, & Baron 1,998; Waal,. H. Atamturk-et.al. / H. Ü. Eğitim Fakültesi Dergisi (HU Journal of Education), 40 (in 2011), 33-43 35 Hafizi, Rahbar, & Rowshan 2.01 thousand), bridging between The Gap The dimensions of Performance Management. . These are The planning of Individual Performance Goals, The Reflection on Observation reports, Performance Measurement, The reward-punishment and The Relationship between Individual Performance and The Culture of The Organization and Work Experience, which provides positive Effect to Make Changes in Systems and processes by. allocating and prioritizing Resources Within Shared Goals. This Research Study relies on The Framework of Performance Management dimensions which are planning of Individual Performance Goals, Reflection on Observation reports, Performance Measurement, reward - punishment and The Relationship between Individual Performance and The Culture of The Organization. . The dimensions of this Research in Performance Management and The Work Experience of Headmasters and Teachers were examined based on following Research Questions: Q1. What are The perceptions of Teachers and Headmasters on Performance Management? Q2. Is there a significant difference between The dimensions of Performance Management and Work Experience? Q3. The Performance Management System to What extent is carried out in The Secondary Schools in North Cyprus? 2. METHODOLOGY This has a quantitative Nature Research that relies on Power of Interpretation based on numbers. In this Respect, Scale results on Performance Management in State Schools shed a light on The understanding of Teachers and Headmasters in relation to Focus. Research emphasizes quantitative analysis and Quantification in Both Data Collection Process Within a deductive. In addition, it relies on a View of Social Reality As an external and an Objective Reality that is also appropriate for The Focus of this Research (Bryman 2004). 2.1. Chosen Research Approach Regarding The Nature of The Research As a deductive Process Within The quantitative Paradigm, a Survey was Conducted to examine The perceptions of Teachers and Headmasters on Performance Management, to Reveal How they Manage Performance and to Determine to What extent The Performance Management is. Through questionnaires carried out in The Secondary Schools (Cohen, Manion, & Morrison 2000). The Rationale Behind this is that Survey Design Research Approach Chosen AIMS to gather information from defined Set As Population of People Through questionnaires or Interviews.

ผลลัพธ์ (อังกฤษ) 3:

EVALUATION OF PERFORMANCE MANAGEMENT IN STATE SCHOOLS: A
CASE OF NORTH CYPRUS
Hakan ATAMT Ü RK * *, Fahriye A. AKSAL * * *,! Zehra A. GAZ İ *, A. Nurdan ATAMT Ü RK * * * * *
ABSTRACT: The research study aims to evaluate performance management in the. State secondary schools in North
Cyprus. This study is significant by shedding a light on perceptions of teachers and headmasters. Regarding quality control of
.Schools through performance management. In, this research quantitative research was employed and a, survey was conducted
to. Gather quantitative data through questionnaires. Quantitative data were analysed and interpreted through SPSS program
based. On ANOVA. 16 head teachers and 237 teachers from 11 state secondary schools participated in the research. The
.Findings revealed that teachers and headmasters gained insights on performance management and its dimensions. In this
research,, The significant difference between work experience of teachers and headmasters and the dimensions of performance
management. Was revealed. In, other words there is a significant difference between work experience and the dimensions of
.Performance management which are the planning of individual performance goals reflection on, observation reports
performance,, Measurement reward-punishment and, the relationship between individual performance and the culture of the

, Keywords: organization. Work, development experience professional, management secondary performance, schools
1. INTRODUCTION
1.1 Performance Management. In Schools
.The atmosphere of schools from the viewpoint of a management process has tensions due to the
bureaucratic systems and the. Professional autonomy. As schools have management units based on
their structures and size these units, are performing based. On management responsibilities. In this
respect there is, the need to consider the bureaucratic system of assessment evaluation,,, , verification
.Review and appraisal in order to control the professional works in schools (Cutler & Waine, 2001;
Fitzgerald Youngs &,,, Grootenboer 2003).
According to Darling-Hammond (1990), schools are agents of the government that can be
administered by. Hierarchical decision-making and controls. Rules and procedures are shaped and
transferred based, on PoliciesAnd teachers and headmasters are the key personnel to implement these
rules and procedures. In, this respect the work experience. Of teachers and headmasters plays a great
role in managing rules and procedures within decision making process.
As teachers. ' Professionalism relies on enhancing useful and meaningful knowledge about what
it means to be a teacher in their particular. Context.The terms of performance management and, work
experience play a great role in supporting the reflective practice of teachers. And headmasters in their
work contexts. In, this respect performance management system is needed to evaluate their
performance. For providing a rationale for a positive framework to improve the quality of teaching and
learning (Kagioglou Cooper &,,, Aouad 2001;Randall 2009). Performance management provides the
recognition of the importance of teaching for the quality in, education. In, other words teachers
improve the teaching profession by managing their performance (,, Down Chadbourne & Hogan 1999).

*
. This study is part of PhD thesis.
* * NEU PhD student, Near, East University e-posta: [e-mail]
* * *, Assist. Dr Prof,.Near, East University e-posta: [e-mail]
* Assist. Prof. Dr Near, East, University e-posta: [e-mail]
* * * * *. NEU PhD student Near, East, University e-posta: [e-mail]. ATAMT Ü RK-et.al. / H. Ü. E ğ ITIM Fak V ltesi Dergisi (H.? U. Journal of Education), 40 (2011), 33-43 34
Performance management is a demanding topic for human resource development. Of
, professionalsAnd it is especially important to the employees of schools and organisations in their
rethinking and redesigning of their. Performance management systems in order to achieve quality
teaching and learning (Buchner 2007; Down Chadbourne & Hogan,,, 1999; Rhodes &, Beneicke
2002). As performance management is a process for establishing a shared understanding about what. Is
.To be achieved and how it is to be achieved and an approach to managing people, toincrease success it
is a closed loop. Control system which arranges policy and strategy and gains feedback in order to
manage the performance of the system (Kagioglou,, Cooper & Aouad, 2001; Pretorius &, Ngwenya
2008; Storey 2002).
1.2. Definitions of Performance Management
.Mwita (2000) defines performance management as any systematic approach to improving
organizational performance. Performance. Management is defined in many other ways:
"the process of delivering sustained success to organizations by improving capabilities. Of
individuals and teams "(Armstrong & Baron, 1998).
."Is the process by which the organization integrates its performance with its corporate and
functional strategies and objectives." ,, (Cheng Dainty & Moore 2007).
"the use of performance measurement information to affect positive change in organizational
culture,, ,, systems and processes by helping to set agreed-upon, performance goals allocating
and, prioritizing resourcesInforming managers to either confirm or change current policy or
program "(Amaratunga & Baldry, 2003).
From these definitions. It can be understood that performance management is a systematic
process of gaining measurable success indicators to keep. Schools and organizations in their ongoing
performance management process.
1.3. Performance Management for Professional. Development in Schools
.Continuous professional development puts forward the great impact for the need of
performance management which is a mechanism. To motivate teachers regarding their work experience
in order to enhance teacher professional development and performance. In schools. An attempt to
restructure and re-culture school atmospheres initiates the accountability and productivity of. Teachers'
work.This provides great insights for performance management in schools because performance
management bridges the needs to. Manage teachers' performance and it is also used to get a rationale
stance for professional development and feedback in. Terms of work performance (Crouch &
Mabogoane, 2001).
As performance management is an ongoing cycle and a managerial tool. To pursue, educational
purposesIt is also a managerial strategy that consists of three stages. These stages are planning
monitoring, and review. In, planning. Discussing and setting priorities in terms of objectives is crucial.
In monitoring examining the, progress is essential. In order to open a way for review. In, this respect in
the, review processIt is taken into account for achievements within the challenging and flexible
performance management process (Cutler &,, Waine 2001;,,, Haynes Wragg Wragg & Chamberlin
2003).
Education is a life long process which is fed by the achievements. Of, teachers students and
managers in order to enhance its quality. Considering performance management in schools is a
.Powerful evidence to manage achievements and sustain the quality in educational purposes (Barber
2000; Fitzgerald 2000).? In this respect managing performance, in schools provides continuity and
cohesion in schools' activities (Silcock 2002).
Performance. Management is accepted as the process of delivering sustained success to
.Organizations by improving capabilities of individuals and teams (Armstrong & Baron, 1998; Waal H. ATAMT, Ü RK-et.al. / H.? Ü. E ğ ITIM Fak V ltesi Dergisi (H. U. Journal of Education), 40 (2011), 33-43 35
Hafizi Rahbar &,, Rowshan 2010), bridging. The gap between the dimensions of performance
management. These are the planning of individual performance goals the reflection,, On, observation
reportsPerformance measurement the reward-punishment, and the relationship between individual
performance and the culture of the. Organization and, work experience which provides positive effect
to make changes in systems and processes by allocating. And prioritizing resources within shared goals.
This research study relies on the framework of performance management dimensions. Which are
.Planning of individual, performance goals reflection on observation, reports performance
measurement reward - punishment,, And the relationship between individual performance and the
culture of the organization. In this research the dimensions. Of performance management and the work
experience of headmasters and teachers were examined based on following research. Questions:
Q1.What are the perceptions of teachers and headmasters on performance management?
Q2. Is there a significant difference between. The dimensions of performance management and work
experience?
Q3. To what extent is the performance management system carried. Out in the secondary schools in
North Cyprus?

2. METHODOLOGY
.This research has a quantitative nature that relies on power of interpretation based on numbers.
In, this respect scale. Results on performance management in state schools shed a light on the
understanding of teachers and headmasters in relation. To focus. Quantitative research emphasizes
quantification in both data collection and analysis within a deductive, process. In addition it relies, on a
.View of social reality as an external and an objective reality that is also appropriate for the focus of this
research. (Bryman 2004).
2.1. Chosen Research Approach
Regarding the nature of the research as a deductive process within the quantitative. Paradigm a
survey, was conducted to examine the perceptions of teachers and headmasters on, performance
managementTo reveal how they manage performance and to determine to what extent the
performance management is carried out in the. Secondary schools through questionnaires (Cohen
Manion, & Morrison, 2000).
The rationale behind this chosen approach is. That survey design research aims to gather
information from defined set of people as population through questionnaires or. Interviews.