This paper presents a multi-dimensional conception of teacher performance at both individual and group levels and draws implications for school management. The new conception extends the conception of teacher performance to five dimensions, including the technical, human, political, cultural, and renewal dimensions. Based on this, the authors propose implications for school management which can guide school leaders, administrators, and policy makers in their review of the relevance of current school management structures and practices to the multi-dimensional teacher performance. According to the review results, they can develop new strategies or initiatives for improving school management and enhancing teacher effectiveness in the five dimensions at both individual and group levels. This framework of multi-dimensional teacher performance and its implications for school management can benefit the ongoing and future efforts in understanding the complex nature of teacher performance and the pursuit of teacher effectiveness in the fast changing new century. Copyright © 2000 De La Salle University, Philippines.
|Journal||The Asia-Pacific Education Researcher|
|Publication status||Published - Dec 2000|