School performance management practices and school achievement
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.5/27528 |
Resumo: | Purpose The literature is very rich in its discussion on how to measure school performance, but there are still a number of gaps to investigate in relation to the determinants of that performance, especially at the level of school performance management practices. The purpose of the paper is to understand better performance management practices in schools and how they may relate to school achievement. Design/methodology/approach Frequently, the performance of schools is evaluated using solely output measures: especially exam classifications, but also progression rates, completion rates and wastage rates. Previously, a value‐added approach was used to quantitatively evaluate Portuguese secondary schools beyond output results. From the results of this exercise, a sample of schools with different levels of observed performance was chosen. In‐depth case studies of the sample of schools were undertaken to gather an understanding of their performance management practices, taking Bouckaert and Halligan's framework of analysis. Findings Self‐evaluation and performance management are not well developed in schools. Most schools monitor exam results, progression and completion rates. However, they do not seem to do it in a formal and systematic way, and find it difficult to understand the reasons for the results obtained. Incorporation of performance measures into performance management is incipient, and most acknowledge the difficulty of going from measurement of results to improvement actions. Few can demonstrate that improvement actions have resulted from self‐evaluation and very few evaluate improvement actions' results. There seems to be an agreement that the external evaluation of schools has prompted the development of self‐evaluation. Originality/value This is a study at the meso level of analysis of public sector performance, that of state education. The study contributes to a better understanding of performance management in Portuguese secondary schools. More generally, it investigates the usefulness of the Bouckaert and Halligan framework to assess progress in performance management and whether that will lead to progress in performance itself. |
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School performance management practices and school achievementPerformance managementSecondary schoolsPortugalPurpose The literature is very rich in its discussion on how to measure school performance, but there are still a number of gaps to investigate in relation to the determinants of that performance, especially at the level of school performance management practices. The purpose of the paper is to understand better performance management practices in schools and how they may relate to school achievement. Design/methodology/approach Frequently, the performance of schools is evaluated using solely output measures: especially exam classifications, but also progression rates, completion rates and wastage rates. Previously, a value‐added approach was used to quantitatively evaluate Portuguese secondary schools beyond output results. From the results of this exercise, a sample of schools with different levels of observed performance was chosen. In‐depth case studies of the sample of schools were undertaken to gather an understanding of their performance management practices, taking Bouckaert and Halligan's framework of analysis. Findings Self‐evaluation and performance management are not well developed in schools. Most schools monitor exam results, progression and completion rates. However, they do not seem to do it in a formal and systematic way, and find it difficult to understand the reasons for the results obtained. Incorporation of performance measures into performance management is incipient, and most acknowledge the difficulty of going from measurement of results to improvement actions. Few can demonstrate that improvement actions have resulted from self‐evaluation and very few evaluate improvement actions' results. There seems to be an agreement that the external evaluation of schools has prompted the development of self‐evaluation. Originality/value This is a study at the meso level of analysis of public sector performance, that of state education. The study contributes to a better understanding of performance management in Portuguese secondary schools. More generally, it investigates the usefulness of the Bouckaert and Halligan framework to assess progress in performance management and whether that will lead to progress in performance itself.Emerald PublishingRepositório da Universidade de LisboaSarrico, Cláudia S.Rosa, Maria J.Manatos, Maria J.2023-03-29T12:54:28Z20122012-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.5/27528engSarrico, Cláudia S., Maria J. Rosa e Maria J. Manatos (2012), "School performance management practices and school achievement", International Journal of Productivity and Performance Management, 61(3): 272-289. https://doi.org/10.1108/174104012112056411741-040110.1108/17410401211205641info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-04-02T01:35:04Zoai:www.repository.utl.pt:10400.5/27528Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:48:22.724972Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
School performance management practices and school achievement |
title |
School performance management practices and school achievement |
spellingShingle |
School performance management practices and school achievement Sarrico, Cláudia S. Performance management Secondary schools Portugal |
title_short |
School performance management practices and school achievement |
title_full |
School performance management practices and school achievement |
title_fullStr |
School performance management practices and school achievement |
title_full_unstemmed |
School performance management practices and school achievement |
title_sort |
School performance management practices and school achievement |
author |
Sarrico, Cláudia S. |
author_facet |
Sarrico, Cláudia S. Rosa, Maria J. Manatos, Maria J. |
author_role |
author |
author2 |
Rosa, Maria J. Manatos, Maria J. |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Repositório da Universidade de Lisboa |
dc.contributor.author.fl_str_mv |
Sarrico, Cláudia S. Rosa, Maria J. Manatos, Maria J. |
dc.subject.por.fl_str_mv |
Performance management Secondary schools Portugal |
topic |
Performance management Secondary schools Portugal |
description |
Purpose The literature is very rich in its discussion on how to measure school performance, but there are still a number of gaps to investigate in relation to the determinants of that performance, especially at the level of school performance management practices. The purpose of the paper is to understand better performance management practices in schools and how they may relate to school achievement. Design/methodology/approach Frequently, the performance of schools is evaluated using solely output measures: especially exam classifications, but also progression rates, completion rates and wastage rates. Previously, a value‐added approach was used to quantitatively evaluate Portuguese secondary schools beyond output results. From the results of this exercise, a sample of schools with different levels of observed performance was chosen. In‐depth case studies of the sample of schools were undertaken to gather an understanding of their performance management practices, taking Bouckaert and Halligan's framework of analysis. Findings Self‐evaluation and performance management are not well developed in schools. Most schools monitor exam results, progression and completion rates. However, they do not seem to do it in a formal and systematic way, and find it difficult to understand the reasons for the results obtained. Incorporation of performance measures into performance management is incipient, and most acknowledge the difficulty of going from measurement of results to improvement actions. Few can demonstrate that improvement actions have resulted from self‐evaluation and very few evaluate improvement actions' results. There seems to be an agreement that the external evaluation of schools has prompted the development of self‐evaluation. Originality/value This is a study at the meso level of analysis of public sector performance, that of state education. The study contributes to a better understanding of performance management in Portuguese secondary schools. More generally, it investigates the usefulness of the Bouckaert and Halligan framework to assess progress in performance management and whether that will lead to progress in performance itself. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012 2012-01-01T00:00:00Z 2023-03-29T12:54:28Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.5/27528 |
url |
http://hdl.handle.net/10400.5/27528 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
Sarrico, Cláudia S., Maria J. Rosa e Maria J. Manatos (2012), "School performance management practices and school achievement", International Journal of Productivity and Performance Management, 61(3): 272-289. https://doi.org/10.1108/17410401211205641 1741-0401 10.1108/17410401211205641 |
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info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Emerald Publishing |
publisher.none.fl_str_mv |
Emerald Publishing |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131566790672384 |