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- aggregation classification "A1".
- aggregation creator person.
- aggregation creator person.
- aggregation date "2012".
- aggregation format "application/pdf".
- aggregation hasFormat 2138405.bibtex.
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- aggregation isPartOf urn:issn:0048-3486.
- aggregation language "eng".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Importance of system and leadership in performance appraisal".
- aggregation abstract "Purpose Performance - appraisal is used internationally to improve employee performance, also in the educational field. However, doubts exist about the effectiveness of performance appraisal. This study-aims to contribute by expanding the knowledge about important context variables of performance appraisal in secondary education. In particular, the study aims to examine the role of both characteristics of the teacher performance appraisal system and the school leader for procedural justice and perceived feedback utility by teachers. Design/methodology/approach - Both interviews with school leaders and a questionnaire for teachers were used to collect data in 32 schools. Path analyses (n = 298) were used to test the research model. Findings - The results indicate that teacher participation in the teacher performance appraisal system significantly influences the perceived procedural justice by teachers, which in its turn significantly influences the perceived feedback utility. The role of the school leaders is found to be extremely important. Charismatic leadership influences both directly and indirectly (through procedural justice) the perceived feedback utility by teachers. Originality/value - This study contributes to the research field of (teacher) performance appraisal by studying empirically appraisal system characteristics and leadership characteristics that effect appraisal reactions. In this regard, this study responds to the need for more empirical research to uncover the social context of performance appraisal, especially in the field of education where there is a general skepticism towards teacher appraisal and its possible positive outcomes.".
- aggregation authorList BK529850.
- aggregation endPage "776".
- aggregation issue "6".
- aggregation startPage "756".
- aggregation volume "41".
- aggregation aggregates 2138433.
- aggregation isDescribedBy 2138405.
- aggregation similarTo 00483481211263692.
- aggregation similarTo LU-2138405.