This article uses the concept of emotional labour to understand some of the changes that are ongoing in the teaching profession. While research has explored the impact of the new performance culture upon teachers’ work and identified a marginalisation of the caring and emotional aspects of teaching, the concept of emotional labour allows us to extend this argument. Using interviews with teachers who have had their capability questioned, in the majority of cases through the threat or implementation of capability procedures, this article draws upon newer conceptualisations of emotional labour to analyse some of the changes teachers are experiencing with the introduction of new accountability and performance systems. Utilising Bolton’s typology of different forms of emotion management in the workplace, we argue it is possible to recognise the distinctiveness of the emotion work carried out by teachers and identify why teachers’ emotion work is particularly vulnerable to the educational reforms associated wit...

Too emotional to be capable? The changing nature of emotion work in definitions of ‘capable teaching’

This article presents findings from a study of performance management in 10 schools, five primary and five secondary. The aim was to gain a snapshot of how headteachers are interpreting and implementing the reforms to the performance and capability procedures for teachers introduced in September 2013. The findings suggest that the evaluation of teachers is conducted within a context of normalised visibility with evidence of competence collected via observations, learning walks, electronic data, organisational and architectural structures. However, this normalised visibility is contrasted with the normalised invisibility of the actual processes of judgement such as appraisal. Invisibility also frames the management of incompetence, with poorly performing teachers routinely offered ‘compromise agreements’ to avoid the official capability procedures. The article concludes by highlighting the limits of the panoptic metaphor in a consideration of teacher evaluation and discusses an alternative metaphor, that of glass, with which to view the performance management of teachers.

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The visibility and invisibility of performance management in schools

This study explored Wyoming school leaders’ perceptions about the traits of incompetent teachers, strategies used to work with incompetent teachers, and the barriers to their dismissal. Most import...

School Leaders’ Perceptions About Incompetent Teachers: Implications for Supervision and Evaluation

This study uses the concept of emotional labour to illuminate areas of pressure and strain for teachers in English primary and secondary schools. It explores the impact of aspects of new public management reform on the nature and differences in the emotional labour experienced by teachers. The aim of this research was to help us understand the difficulties and tensions that this group of public sector professionals may be experiencing in the current environment. This research investigates the emotional side of teaching as a source of both job satisfaction and stress, in a performance-driven education sector. Findings show that the emotional labour presented differs in terms of its source, severity and impact on educational and personal goals and also that prescriptive and bureaucratically driven teaching frustrates teachers. The study contributes to the growing literature on emotional labour distinctive to public institutions. Theoretical and practical implications for recruitment, selection and training ...

Emotional labour under public management reform: an exploratory study of school teachers in England

Purpose – The purpose of this paper is to show that in comparison to performance appraisal, “practice enhancement” is offered as a conceptual tool that can be used to develop strategies for reflecting on, communicating changes in and planning for excellence in teaching practice.Design/methodology/approach – The conceptual notion of practice enhancement is underpinned by assumptions from the discipline of positive psychology and supported by the need for a performance management process targeting teaching practice that considers the contributions made by social learning theory and organisational learning theory. Indicative of a postmodern persuasion, a data “story” from case study research is used to support the applicability of practice enhancement in schools. Actor‐network theory is used to analyse movements in local professional learning preferences and practices in an independent boys' school in Australia.Findings – The paper finds that applicability and conceptual accuracy of managerial notions such a...

Practice enhancement: optimising teaching performance in schools

Tackling Under-performance in Teachers

This article uses research commissioned by the Department for Education and Skills to investigate the operation of teacher capability procedures in England. The article examines the role of local education authorities (LEAs) in supporting headteachers and governors in dealing with underperformance by giving support outside of capability procedures and subsequent progression through formal procedures.

The Local Education Authority's Role in Operating Teacher Capability Procedures: Working towards Best Practice.

There has been an increasing focus on the performance of workers through appraisal, performance-related pay and performance management and this emphasis on measuring performance has extended to the public sector - more specifically, to the teaching profession. This paper uses research commissioned by the DfES to investigate the operation of capability procedures introduced to deal with the perceived problem of incompetent teachers. It revealed that the procedures suffered from a number of defects both in modus operandi and style and there was little evidence that their application resulted in either improved performance or dismissal when satisfactory performance was not achieved.

Neither Fish Nor Fowl? An Assessment of Teacher Capability Procedures

There has been an increasing focus on the performance of workers through appraisal, performance-related pay and performance management and this emphasis on measuring performance has extended to the public sector—more specifically, to the teaching profession. This paper uses research commissioned by the DfES to investigate the operation of capability procedures introduced to deal with the perceived problem of incompetent teachers. It revealed that the procedures suffered from a number of defects both in modus operandi and style and there was little evidence that their application resulted in either improved performance or dismissal when satisfactory performance was not achieved.

Neither fish nor fowl? An assessment of teacher capability procedures

For the first time since 2019, the AWF Discussion Forum was held in person last month. Eve Ritchie from AWF looks back at some highlights of the event.

Eve Ritchie

Papers

Tackling Under-performance in Teachers

The Local Education Authority's Role in Operating Teacher Capability Procedures: Working towards Best Practice.

Neither Fish Nor Fowl? An Assessment of Teacher Capability Procedures

Neither fish nor fowl? An assessment of teacher capability procedures

'What a great bunch of people animals have advocating for their welfare!'