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Perceptions of the use of management by objectives in Singapore schools
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Type
Thesis
Author
Tang, Swee Keng
Supervisor
Wee, Joo Liat
Abstract
Management by objectives (MBO) was introduced into Singapore schools through the Revised Staff Reporting System (RSRS) pilot project for appraising staff performance.
This research sought to discover the effects, effectiveness and correlates of success of MBO after its first year of application in the pilot schools. The objectives of this study were to
* determine, through the teachers' perceptions, the benefits and problems of the system,
* assess the effectiveness of the system,
* establish the relationships between different implementation process variables and the success of the system, and
* investigate the effects of the teacher's type of school, sex, age and length of service on the success of the system.
The research was both descriptive and explanatory. The overall research design included the survey, correlational and ex post facto methods. A questionnaire, designed by the researcher, was administered to teachers in 20 schools. Data from 629 respondents were used. A success index was devised to assess the extent of success of the system for each respondent. Analysis of the data was made with the Pearson Product Moment Correlation, analysis of variance and the post-hoc Tukey multiple-range comparison of means statistical procedures.
The results of the study show that :
* The MBO system provided the benefits of feedback on job performance, better priority setting, greater objectivity in staff appraisal, increased awareness of the goals and needs of the school, better awareness of personal development needs, improved communication with the superior, and increased job motivation. To a lesser extent, the system yielded the advantages of better relationships with the superior, increased job satisfaction and better job performance.
* The system had these problems : it was too time-consuming, there was difficulty in summing the results achieved on all targets into one overall performance rating, excessive paperwork, difficulty in setting measurable targets, non-appraisal of personal qualities for development and promotion decisions, incomplete coverage of performance areas, and exclusion of important subjective targets.
* The success index scores suggest that the MBO-based RSRS was moderately successful.
* The manner in which MBO was implemented was associated with its success. The success of the RSRS was positively correlated, at the 0.001 significance level, with the superior's support for the system, the superior's management style, autonomy in implementing targets, autonomy in setting targets, and, at the 0.003 significance level, with the frequency of periodic reviews.
There was no significant effect of the teacher's type of school and of sex on the success of the RSRS. There were however, a significant effect (at the 0.002 level) of age and a significant effect (at the 0.01 level) of length of service on its success. The system was less effective for teachers in the 25-29 age group and for those with 5-9 years of teaching experience. It was most successful for those with 15-19 years of teaching service.
* From the findings of the study, recommendations were suggested for application in MBO practice, and a new model was conceived for the use of MBO in the performance appraisal of school personnel.
This research sought to discover the effects, effectiveness and correlates of success of MBO after its first year of application in the pilot schools. The objectives of this study were to
* determine, through the teachers' perceptions, the benefits and problems of the system,
* assess the effectiveness of the system,
* establish the relationships between different implementation process variables and the success of the system, and
* investigate the effects of the teacher's type of school, sex, age and length of service on the success of the system.
The research was both descriptive and explanatory. The overall research design included the survey, correlational and ex post facto methods. A questionnaire, designed by the researcher, was administered to teachers in 20 schools. Data from 629 respondents were used. A success index was devised to assess the extent of success of the system for each respondent. Analysis of the data was made with the Pearson Product Moment Correlation, analysis of variance and the post-hoc Tukey multiple-range comparison of means statistical procedures.
The results of the study show that :
* The MBO system provided the benefits of feedback on job performance, better priority setting, greater objectivity in staff appraisal, increased awareness of the goals and needs of the school, better awareness of personal development needs, improved communication with the superior, and increased job motivation. To a lesser extent, the system yielded the advantages of better relationships with the superior, increased job satisfaction and better job performance.
* The system had these problems : it was too time-consuming, there was difficulty in summing the results achieved on all targets into one overall performance rating, excessive paperwork, difficulty in setting measurable targets, non-appraisal of personal qualities for development and promotion decisions, incomplete coverage of performance areas, and exclusion of important subjective targets.
* The success index scores suggest that the MBO-based RSRS was moderately successful.
* The manner in which MBO was implemented was associated with its success. The success of the RSRS was positively correlated, at the 0.001 significance level, with the superior's support for the system, the superior's management style, autonomy in implementing targets, autonomy in setting targets, and, at the 0.003 significance level, with the frequency of periodic reviews.
There was no significant effect of the teacher's type of school and of sex on the success of the RSRS. There were however, a significant effect (at the 0.002 level) of age and a significant effect (at the 0.01 level) of length of service on its success. The system was less effective for teachers in the 25-29 age group and for those with 5-9 years of teaching experience. It was most successful for those with 15-19 years of teaching service.
* From the findings of the study, recommendations were suggested for application in MBO practice, and a new model was conceived for the use of MBO in the performance appraisal of school personnel.
Date Issued
1986
Call Number
LB2806 Tan
Date Submitted
1986