Araştırma Makalesi
BibTex RIS Kaynak Göster
Yıl 2012, Cilt: 1 Sayı: 4, 321 - 337, 15.10.2012
https://doi.org/10.12973/eu-jer.1.4.321

Öz

Kaynakça

  • Allan, G. (2003). ‘A critique of using grounded theory as a research method’. Electronic Journal of Business Research Methods, 2(1), 37-46.
  • Amaratunga, D. & Baldry, D. (2002). ‘Moving from performance measurement to performance management’. Facilities Management, 20(5/6), 217-223.
  • Brumback, G. (2003). ‘Blending "we/me” in performance management’. Team Performance Management, 9(7/8), 167-173.
  • Berends, M. (2006). ‘Survey methods in educational research’. In J. L. Green, G. Camilli & P. B. Elmore (Eds). Handbook of complementary methods in education research, pp. 623-640. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Boston, J. & Pallot, J. (1997). ‘Linking strategy and performance: Developments in the New Zealand public sector’. Journal of Policy Analysis and Management, 16(3), 382-404.
  • Boychuk Duchscher, J. E. B. & Morgan, D. (2004). Grounded theory: Reflections on the emergence vs. forcing debate. Journal of Advanced Nursing, 48(6), 605-612.
  • Brignall, S. & Modell, S. (2000). An institutional perspective on performance measurement and management in the ‘new public sector’. Management Accounting Research, 11(3), 281-306.
  • Bulawa, P. (2011). Implementation of the Performance Management System in Senior Secondary Schools in Botswana: The Perspective of the Senior Management Team. Unpublished PhD dissertation. Townsville: James Cook University.
  • Charmaz, K. (2003). Grounded Theory: Objectivist and Constructivist Methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 249-291). Thousand Oaks, CA: Sage Publications.Down, B., Hogan, C., & Chadbourne, R. (1999). ‘Making sense of performance management: Official rhetoric and teachers’ reality’. Asia-Pacific Journal of Teacher Education, 27(1), 11-24.
  • Down, B., Chadbourne, R., & Hogan, C. (2000). ‘How are teachers managing performance management?’ Asia-Pacific Journal of Teacher Education, 28(3), 213-223.
  • Egan, T. M. (2002). Grounded theory research and theory building. Advances in Developing Human Resources, 4(3), 277-295.
  • Elliott, N. & Lazenbatt, A. (2005). How to recognise a “quality” grounded theory research study. Australian Journal of Advanced Nursing, 22(3), 48-52.
  • Flapper, S. D., Fortuin, L., & Stoop, P. P. M. (1996). ‘Towards consistent performance management systems’. International Journal of Operations and Production Management, 16(7), 27-37.
  • Fontana, A. & Frey, H. F. (1994). Interviewing: The art of science, in N. K. Denzin and Y. S. Lincoln (Eds) Handbook of qualitative research, pp. 361-376. Thousand Oaks, CA: Sage Publications.
  • Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. London: Pearson.
  • Gentle, D. (2001). ‘Managing performance management in the performing school’. In D. Gleeson & C. Husbands (Eds) The performing school: Managing teaching and learning in a performance culture, pp. 20-32. London: Routledge Falmer.
  • Gleeson, D. & Husbands, C. (2003). ‘Modernising schooling through performance management: A critical appraisal’, Journal of Education Policy, 18(5), 499-511.
  • Gordon, L., & Whitty, G. (1997). ‘Giving the ‘hidden hand’ a helping hand? The rhetoric and reality of neoliberal education reform in England and New Zealand’. Comparative Education, 33(3)’ 453-467.
  • Goulding, C. (1998). Grounded theory: The missing methodology on the interpretivist agenda. Qualitative Market Research: An International Journal, 1(1), 50-57.
  • Graham, J. (2004). ‘Developing a performance-based culture’. The Journal for Quality & Participation, 27(1), 4-8.
  • Hacker, M., & Washington, M. (2004). ‘How do we measure the implementation of large-scale change?’ Measuring Business Excellence, 8(3), 52-59.
  • Harrison, G. (2005). ‘The World Bank, Governance and Theories of Political Action in Africa’. The British Journal of Politics and International Relations, 7(2), 240-260.
  • Hughes, O. E. (2003). Public management and administration: An introduction. New York: Palgrave Macmillan.
  • Lomborg, K. & Kirkevold, M. (2003). Truth and validity in grounded theory – a reconsidered realist interpretation of the criteria: Fit, work, relevance and modifiability. Nursing Philosophy, 4,189-200.
  • Macaulay, S. & Cook, S. (1994). ‘Performance management as the key to customer service’. Industrial and Commercial Training, 26(11), 3-8.
  • Mahony, P., Hextall, I., & Menter, I. (2004). Threshold assessment and performance management: Modernizing or masculinizing teaching in England? Gender and Education, 16(2), 131-149.
  • Mansourian, Y. (2006). Adoption of grounded theory in LIS research. New Library World, 107 (9/10), 386-402.
  • Monyatsi, P. P. (2005). Transforming schools into democratic organisations: The case of the secondary schools management development project in Botswana. International Education Journal, 6(3), 354-366.
  • Monyatsi, P. P. (2006a). An investigation of the effectiveness of the school-based workshops approach to staff development in secondary schools in Botswana. Educational Research and Reviews, 1(5), 150-155.
  • Monyatsi, P. P. (2006b). Motivating the motivators with developmental teacher appraisal. Journal of Social Sciences, 13(2), 101-107.
  • Odhiambo, G. O. (2005). ‘Teacher appraisal: The experiences of Kenyan secondary school teachers’. Journal of Educational Administration, 43(4), 402-416.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications.
  • Punch, K. F. (2001). Introduction to social research: Quantitative and qualitative approaches. London: Sage Publications.
  • Punch, K. F. (2009). Introduction to research methods in education. London: Sage Publications.
  • Rapley, T. J. (2004). ‘Interviews’. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds) Qualitative research practice, pp. 15-33. London: Sage Publications.
  • Rennie, D. L. (2000). Grounded theory methodology as methodical hermeneutics: Reconciling realism and relativism. Theory & Psychology, 10(4), 481-502.
  • Republic of Botswana (2007). Pastoral Policy Guidelines and Data Collection Instrument (Draft). Gaborone: Department of Secondary Education.
  • Republic of Botswana (2002). Implementation of the Performance Management System (PMS): The PMS Philosophy Document. Gaborone: Government Printer.
  • Ronsholt, F. E. & Andrews, M. (2005). “Getting it together”…or not. An analysis of the early period of Tanzania’s move towards adopting performance management systems’. International Journal of Public Administration, 28, 313-336.
  • Sharif, A. M. (2002). Benchmarking performance management systems. Benchmarking: An International Journal, 9(1), 62-85.
  • Simkins, T. (2000. ‘Education reform and managerialism: Comparing the experience of schools and colleges’. Journal of Education Policy, 15(3), 317-332.
  • Storey, A. (2002). ‘Performance management in schools: Could the balanced scorecard help?’ School Leadership & Management, 22(3), 321-338.
  • Strauss, A. L. (1987). Qualitative analysis for social sciences. Cambridge: Cambridge University Press.
  • Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage Publications.
  • Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.

Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS

Yıl 2012, Cilt: 1 Sayı: 4, 321 - 337, 15.10.2012
https://doi.org/10.12973/eu-jer.1.4.321

Öz

Different forms of the performance management system have been implemented in many countries for some years. As in other countries, in 1999 the government of Botswana took a decision to implement a perfor- mance management system (PMS) across the entire public service including schools. The government ex- plained the purpose for which this reform was being implemented. Using grounded theory, school heads, deputy school heads and heads of houses in twenty-two of the twenty-seven schools were interviewed about senior management team’s perceptions of the implementation process in senior secondary schools in Bot- swana. These members of the senior management team are responsible for the implementation process of the PMS in schools. This paper looks at participants’ perceptions regarding the expected benefits of the PMS in senior secondary schools.

Kaynakça

  • Allan, G. (2003). ‘A critique of using grounded theory as a research method’. Electronic Journal of Business Research Methods, 2(1), 37-46.
  • Amaratunga, D. & Baldry, D. (2002). ‘Moving from performance measurement to performance management’. Facilities Management, 20(5/6), 217-223.
  • Brumback, G. (2003). ‘Blending "we/me” in performance management’. Team Performance Management, 9(7/8), 167-173.
  • Berends, M. (2006). ‘Survey methods in educational research’. In J. L. Green, G. Camilli & P. B. Elmore (Eds). Handbook of complementary methods in education research, pp. 623-640. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Boston, J. & Pallot, J. (1997). ‘Linking strategy and performance: Developments in the New Zealand public sector’. Journal of Policy Analysis and Management, 16(3), 382-404.
  • Boychuk Duchscher, J. E. B. & Morgan, D. (2004). Grounded theory: Reflections on the emergence vs. forcing debate. Journal of Advanced Nursing, 48(6), 605-612.
  • Brignall, S. & Modell, S. (2000). An institutional perspective on performance measurement and management in the ‘new public sector’. Management Accounting Research, 11(3), 281-306.
  • Bulawa, P. (2011). Implementation of the Performance Management System in Senior Secondary Schools in Botswana: The Perspective of the Senior Management Team. Unpublished PhD dissertation. Townsville: James Cook University.
  • Charmaz, K. (2003). Grounded Theory: Objectivist and Constructivist Methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Strategies of qualitative inquiry (pp. 249-291). Thousand Oaks, CA: Sage Publications.Down, B., Hogan, C., & Chadbourne, R. (1999). ‘Making sense of performance management: Official rhetoric and teachers’ reality’. Asia-Pacific Journal of Teacher Education, 27(1), 11-24.
  • Down, B., Chadbourne, R., & Hogan, C. (2000). ‘How are teachers managing performance management?’ Asia-Pacific Journal of Teacher Education, 28(3), 213-223.
  • Egan, T. M. (2002). Grounded theory research and theory building. Advances in Developing Human Resources, 4(3), 277-295.
  • Elliott, N. & Lazenbatt, A. (2005). How to recognise a “quality” grounded theory research study. Australian Journal of Advanced Nursing, 22(3), 48-52.
  • Flapper, S. D., Fortuin, L., & Stoop, P. P. M. (1996). ‘Towards consistent performance management systems’. International Journal of Operations and Production Management, 16(7), 27-37.
  • Fontana, A. & Frey, H. F. (1994). Interviewing: The art of science, in N. K. Denzin and Y. S. Lincoln (Eds) Handbook of qualitative research, pp. 361-376. Thousand Oaks, CA: Sage Publications.
  • Gay, L. R., Mills, G. E., & Airasian, P. (2009). Educational research: Competencies for analysis and applications. London: Pearson.
  • Gentle, D. (2001). ‘Managing performance management in the performing school’. In D. Gleeson & C. Husbands (Eds) The performing school: Managing teaching and learning in a performance culture, pp. 20-32. London: Routledge Falmer.
  • Gleeson, D. & Husbands, C. (2003). ‘Modernising schooling through performance management: A critical appraisal’, Journal of Education Policy, 18(5), 499-511.
  • Gordon, L., & Whitty, G. (1997). ‘Giving the ‘hidden hand’ a helping hand? The rhetoric and reality of neoliberal education reform in England and New Zealand’. Comparative Education, 33(3)’ 453-467.
  • Goulding, C. (1998). Grounded theory: The missing methodology on the interpretivist agenda. Qualitative Market Research: An International Journal, 1(1), 50-57.
  • Graham, J. (2004). ‘Developing a performance-based culture’. The Journal for Quality & Participation, 27(1), 4-8.
  • Hacker, M., & Washington, M. (2004). ‘How do we measure the implementation of large-scale change?’ Measuring Business Excellence, 8(3), 52-59.
  • Harrison, G. (2005). ‘The World Bank, Governance and Theories of Political Action in Africa’. The British Journal of Politics and International Relations, 7(2), 240-260.
  • Hughes, O. E. (2003). Public management and administration: An introduction. New York: Palgrave Macmillan.
  • Lomborg, K. & Kirkevold, M. (2003). Truth and validity in grounded theory – a reconsidered realist interpretation of the criteria: Fit, work, relevance and modifiability. Nursing Philosophy, 4,189-200.
  • Macaulay, S. & Cook, S. (1994). ‘Performance management as the key to customer service’. Industrial and Commercial Training, 26(11), 3-8.
  • Mahony, P., Hextall, I., & Menter, I. (2004). Threshold assessment and performance management: Modernizing or masculinizing teaching in England? Gender and Education, 16(2), 131-149.
  • Mansourian, Y. (2006). Adoption of grounded theory in LIS research. New Library World, 107 (9/10), 386-402.
  • Monyatsi, P. P. (2005). Transforming schools into democratic organisations: The case of the secondary schools management development project in Botswana. International Education Journal, 6(3), 354-366.
  • Monyatsi, P. P. (2006a). An investigation of the effectiveness of the school-based workshops approach to staff development in secondary schools in Botswana. Educational Research and Reviews, 1(5), 150-155.
  • Monyatsi, P. P. (2006b). Motivating the motivators with developmental teacher appraisal. Journal of Social Sciences, 13(2), 101-107.
  • Odhiambo, G. O. (2005). ‘Teacher appraisal: The experiences of Kenyan secondary school teachers’. Journal of Educational Administration, 43(4), 402-416.
  • Patton, M. Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA: Sage Publications.
  • Punch, K. F. (2001). Introduction to social research: Quantitative and qualitative approaches. London: Sage Publications.
  • Punch, K. F. (2009). Introduction to research methods in education. London: Sage Publications.
  • Rapley, T. J. (2004). ‘Interviews’. In C. Seale, G. Gobo, J. F. Gubrium, & D. Silverman (Eds) Qualitative research practice, pp. 15-33. London: Sage Publications.
  • Rennie, D. L. (2000). Grounded theory methodology as methodical hermeneutics: Reconciling realism and relativism. Theory & Psychology, 10(4), 481-502.
  • Republic of Botswana (2007). Pastoral Policy Guidelines and Data Collection Instrument (Draft). Gaborone: Department of Secondary Education.
  • Republic of Botswana (2002). Implementation of the Performance Management System (PMS): The PMS Philosophy Document. Gaborone: Government Printer.
  • Ronsholt, F. E. & Andrews, M. (2005). “Getting it together”…or not. An analysis of the early period of Tanzania’s move towards adopting performance management systems’. International Journal of Public Administration, 28, 313-336.
  • Sharif, A. M. (2002). Benchmarking performance management systems. Benchmarking: An International Journal, 9(1), 62-85.
  • Simkins, T. (2000. ‘Education reform and managerialism: Comparing the experience of schools and colleges’. Journal of Education Policy, 15(3), 317-332.
  • Storey, A. (2002). ‘Performance management in schools: Could the balanced scorecard help?’ School Leadership & Management, 22(3), 321-338.
  • Strauss, A. L. (1987). Qualitative analysis for social sciences. Cambridge: Cambridge University Press.
  • Strauss, A. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage Publications.
  • Strauss, A. & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage Publications.
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Diğer ID JA59VJ67PJ
Bölüm Araştırma Makalesi
Yazarlar

Philip Bulawa Bu kişi benim

Yayımlanma Tarihi 15 Ekim 2012
Yayımlandığı Sayı Yıl 2012 Cilt: 1 Sayı: 4

Kaynak Göster

APA Bulawa, P. (2012). Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS. European Journal of Educational Research, 1(4), 321-337. https://doi.org/10.12973/eu-jer.1.4.321
AMA Bulawa P. Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS. eujer. Ekim 2012;1(4):321-337. doi:10.12973/eu-jer.1.4.321
Chicago Bulawa, Philip. “Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS”. European Journal of Educational Research 1, sy. 4 (Ekim 2012): 321-37. https://doi.org/10.12973/eu-jer.1.4.321.
EndNote Bulawa P (01 Ekim 2012) Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS. European Journal of Educational Research 1 4 321–337.
IEEE P. Bulawa, “Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS”, eujer, c. 1, sy. 4, ss. 321–337, 2012, doi: 10.12973/eu-jer.1.4.321.
ISNAD Bulawa, Philip. “Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS”. European Journal of Educational Research 1/4 (Ekim 2012), 321-337. https://doi.org/10.12973/eu-jer.1.4.321.
JAMA Bulawa P. Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS. eujer. 2012;1:321–337.
MLA Bulawa, Philip. “Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS”. European Journal of Educational Research, c. 1, sy. 4, 2012, ss. 321-37, doi:10.12973/eu-jer.1.4.321.
Vancouver Bulawa P. Implementation of the Performance Management System (PMS) in Senior Secondary Schools in Botswana: An İnvestigation of Senior Management Team’s Expected Benefits of the PMS. eujer. 2012;1(4):321-37.