PERFORMANCE management, a key Government tool for improving teaching skills, has had little impact in the classroom, new research reveals.
Very few teachers have made changes to established classroom routines, academics from Exeter University found.
Researchers Gill Haynes, Rosemary Chamberlin, Ted Wragg and Caroline Wragg interviewed 28 teachers at 12 schools before the policy’s introduction in 2000 and a year later.
A second study by the same team suggests performance pay could damage the classroom performance of thousands of teachers who do not get bonuses on the upper pay spine.
Its analysis is based on the views of 87 teachers rejected in the first round of performance pay in 2000, who were so demotivated, their teaching suffered.
