Performance management as best practice for improving the Namibian public schools select="/dri:document/dri:meta/dri:pageMeta/dri:metadata[@element='title']/node()"/>

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dc.contributor.author Ferreira, Johanna Wilhelmina
dc.date.accessioned 2018-02-28T08:07:44Z
dc.date.available 2018-02-28T08:07:44Z
dc.date.issued 2013
dc.identifier.citation Ferreira, J.W. (2013). Performance management as best practice for improving the Namibian public schools. Namibia CPD Journal for Educators, 1,(1), 121-134. en_US
dc.identifier.uri http://hdl.handle.net/11070/2178
dc.description.abstract This paper examines several important elements of measuring performance in primary and secondary education and its contribution to best practice in education. Education management has increasingly been dominated by the norms and requirements of general management ideologies that focus on performance controls and target achievements. Under this regime, solving the labour problem - relatively low productivity - has taken priority over all other forms of management. 'There are tendencies of individually grievance, absenteeism, increased instrumentalism and dull compliance in the job' according to Sugrue and Day 2002, p. xv. The application of tighter controls over performance will encourage development through the allocation of real and meaningful responsibilities to employees. Performance management can raise levels of performance to achieve better outputs and outcomes in education. en_US
dc.language.iso en en_US
dc.publisher University of Namibia en_US
dc.subject Performance management en_US
dc.title Performance management as best practice for improving the Namibian public schools en_US
dc.type Article en_US


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