The continuing politics of mistrust: Performance management and the erosion of professional work
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Other Title
Authors
Fitzgerald, Tanya
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2008-08-01
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
performance management
audit culture
teacher’s work
de-professionalisation
audit culture
teacher’s work
de-professionalisation
ANZSRC Field of Research Code (2020)
Citation
Fitzgerald, T. (2008). The continuing politics of mistrust: Performance management and the erosion of professional work. Journal of Educational Administration and History, 40(2), 113-128. doi: 10.1080/00220620802210871
Abstract
For the past two decades schools and teachers in New Zealand and elsewhere have been the subject of and subjected to intense public scrutiny of their performance and professional activities. In effect, policy solutions have cast teacher and school performance as a ‘problem’ to be solved/resolved via the intervention of the State. Consequently, the policy remedy has been the introduction of audit mechanisms such as systems of performance management to define, regulate and control teaching and teachers. That is, the State has directly intervened in the professional work and activities of teachers based on the flawed assumption that teachers cannot be trusted and therefore require the intervention of the State and its agencies to ensure their performance is aligned with organisational objectives. And while one of the hallmarks of a profession and professional practice is adherence to a set of prescribed standards, performance management has rendered teachers accountable to the State, not professional peers. And, as this article outlines, this has served to de-professionalise teaching and teachers’ work.
Publisher
Routledge
Permanent link
Link to ePress publication
DOI
10.1080/00220620802210871
Copyright holder
Taylor & Francis Group
Copyright notice
This is an electronic version of an article published in the Journal of Educational Administration and History, 40(2), 113-128. doi: 10.1080/00220620802210871. The Journal of Educational Administration and History is available online at http://www.tandfonline.com/openurl?genre=article&issn=0022-0620&volume=40&issue=2&spage=113