Teacher performance management based on changing leadership roles of school administrators

Due to their traditional point of view over teachers? performance appraisal, school administrators dealt with only teachers? performance measurement issue. While rating teachers, several techniques are used. Among them are whether teachers meet the standards determined by the ministry of education, ranking teachers by comparing one another and observing teachers? classroom performance to decide whether or not the teacher is qualified enough.In this sense it can be said that the way the school administrator look into the issue of teacher appraisal is restricted with measurement. On the other hand, this approach falls short to handle what is to be done when the teacher?s performance fall behind the requested standards and when we need to restore teachers? motivation and increase performance.Today, with the changing leadership role of the principals, administrators? performance perspectives have been shifted into more comprehensive process called ?performance management?.In accordance with the necessity of their new role, the school principal is defined as proactive, transformative, innovative, visionary, facilitative, consultant and observer. Having all these qualities, a school administrator should also be able to convince teachers to develop their skills and to be ready for change.A school principal is supposed to create an ambience in which teacher self-improvement is priority number one. Principal?s making teachers open to improvement and planning activities with them will increase the efficiency and permanence of the activity. Teachers exposed to that continuous training will be able to reflect the training they receive to the class environment by both improving the quality of education and increasing realization level of Ministry of Turkish National Education?s aim.