Teacher appraisal and its outcomes in Singapore primary schools

PurposeThe purpose of this paper is to examine the attributes of the performance appraisal system used for primary school teachers in Singapore, and how those attributes affect satisfaction with the appraisal system, stress experienced with the appraisal system, attitudes towards performance bonus, job satisfaction and motivation, and perceived cooperativeness amongst teachers.Design/methodology/approachData were obtained from surveys of primary school teachers in Singapore (n=85). The researchers used factor analysis to identify factors of appraisal system attributes and factors of teacher attitudes and perceptions, and then employed step‐wise multiple regressions to relate appraisal system attributes to teacher attitudes and perceptions.FindingsThe findings indicate that fairness of the performance appraisal system and clarity of appraisal criteria are related to greater satisfaction with the appraisal system, more positive attitudes towards performance bonus, and higher job satisfaction and motivation. Using appraisal criteria that are controllable is associated with greater satisfaction with the appraisal system, less stress experienced with the appraisal system, and higher job satisfaction and motivation. Finally, teachers who report greater trust in their appraiser and more positive assessment of their appraiser's credibility also report more cooperativeness amongst teachers in their school.Originality/valueThe paper provides insights on how various attributes of the performance appraisal system in the Singapore educational context are related to important outcomes such as job satisfaction and motivation. The findings may help primary school administrators design and implement more effective performance appraisal systems.