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Accounting for teachers' work: The need for a multifaceted approach

Hall, S.H. (1990) Accounting for teachers' work: The need for a multifaceted approach. Curriculum perspectives, 10 (4). pp. 63-68.


Performance appraisal schemes are being introduced across our nation and the education profession, like other government sectors, has been forced to follow suit. The response has been the introduction of performance appraisal schemes for teachers from pre-school through to tertiary sections of the education system. I am concerned that this response has been too reactive. The pervasive, 'economically' dominated thinking of governments has influenced the teacher appraisal schemes to the extent that often their educative and business oriented goals are irreconcilable. To begin this article I locate the current push for accountability in the teaching profession as a reflection of governments' needs to account for tax payers' money. I then identify two implicit facets of the accountability task: rectifying incompetence and ensuring and displaying continuing competence within the teaching force. From here I argue that these tasks are in themselves multifaceted and that they should be treated separately within a multifaceted approach. Next I go on to offer an example of one such multifaceted approach to providing accountability within the teaching force. Finally I call for further deliberation and for the maintenance of educational principles in accountability procedures within. the teaching profession.

Item Type: Journal Article
Murdoch Affiliation(s): School of Education
Publisher: Australian Curriculum Studies Association
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