Date of Award

1991

Document Type

Thesis

Publisher

Edith Cowan University

Degree Name

Bachelor of Education Honours

School

School of Education

First Supervisor

DR Rod Chadbourne

Second Supervisor

Babs Helleman

Abstract

During 1988 the Temporary Teacher Performance Management Programme was introduced in Western Australian State high schools by the Ministry of Education. The purpose of the programme was to provide all temporary teachers with access to a full performance management process, Including an Induction and appraisal suitable to their background and the amount of time they have spent at the school. This case study involved eight temporary teachers from a metropolitan high school. It examined their perceptions of the nature, function, determining factors and need for modification of the Temporary Teacher Performance Management Programme. The major question underlying the research was this: From the metropolitan temporary teacher's point of view, what effect did the programme have on their professional knowledge, attitude and behaviour, and what were their perceptions for its future? To answer the major research question several subsidiary questions were pursued. These Included questions about the variation in what should have taken place during the programme according to Ministry guidelines and what actually did happen; what professional development occurred as a result of the programme; and what factors determined whether the programme had a positive or negative effect. A qualitative study, using naturalistic data collection methods was undertaken to allow participants freedom of response and to permit insight into reasons for those responses. The main emphasis of the study was on discovery rather than the testing of theory. As a study of eight temporary teachers was not intended to produce generalizations that cover all temporary teachers' thoughts on the programme. Analysis of the data was based on participants' responses rather than a predetermined framework. Information and feedback from the temporary teachers' point of view has already assisted in further development of the programme both at the school and Central Office level. It will also contribute to theory building in the area of teacher performance management. The exploration of the complexity of the participants' feelings and perceptions of the programme will provide a basis for developing hypotheses about the Temporary Teacher Performance Management Programme. The inquiry also may be considered a pilot study for future research.

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