Principals’ perceptions about performance agreements as motivational action: Evidence from South Africa.

Abstract

Principals, as one of the professional leaders in a school, are accountable for the quality of education in the school. This is a part of the normal job description and expectations for the person in such a post. In the South African context with a large number of underperforming schools, there is an intention to have an additional performance agreement as a part of performance management, to be signed by principals to hold them accountable for the expected examination results. This article investigated the understanding of principals of the possible motivational implications if the performance agreement is implemented. It also focuses on the issue of what may motivate principals to improve their performance towards sustainable quality education. Motivational theories are used as the lens to understand the principals’ perceptions of this performance agreement process. The focus group interviews indicated that most principals are not in favour of the intended implementation and that it may rather have a negative influence on their motivation levels.