Retired School Administrators’ Perspectives on the Effectiveness of Ontario’s Teacher Performance Appraisal System

Abstract

This study aims to gain a better understanding of the effectiveness of the Teacher Performance Appraisal (TPA) system in Ontario by examining the perspectives of four retired administrators: three retired Principals, and one retired Vice-Principal. The study employed a basic qualitative methodology. Data were collected from the participants through semi-structured one-on-one in-person interviews. Data were then analyzed manually by coding and identifying major themes. Findings indicate that the TPA process has evolved from being viewed as a negatively conceived process to now being perceived as an integral part of the teaching profession. Conclusively, TPA, in its current form, is not very effective in facilitating teachers’ professional learning and development, but it has the potential to be more effective if it is conducted as a continuous process rather than as a one-time event every five years.