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ERIC Number: EJ863211
Record Type: Journal
Publication Date: 2009-Oct-26
Pages: 44
Abstractor: As Provided
Reference Count: 54
ISSN: ISSN-1207-7798
Stressful, Hectic, Daunting: A Critical Policy Study of the Ontario Teacher Performance Appraisal System
Larsen, Marianne A.
Canadian Journal of Educational Administration and Policy, n95 p1-44 Oct 2009
Teacher performance appraisal policies are a part of a global complex of accountability based teacher policies. This paper is a study of the Ontario teacher performance appraisal (TPA) system. First, the paper describes the education reform contexts associated with the origins and adoption of the TPA policy. Then the paper reports on the results of a mixed methods study that aimed to understand the effects and implications of the TPA policy from the perspective of the teacher. The study, based on a survey and interviews with 125 teachers focused on the implementation stage of the policy and demonstrates the disparate ways the policy has been taken up across the province. (Contains 3 footnotes.)
Faculty of Education, University of Manitoba. Winnipeg, MB R3T 2N2, Canada. Tel: 204-474-9004; Fax: 204-474-7564; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada