Teacher Appraisal: who is kidding who?

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Abstract
This article seeks to view performance appraisal (made compulsory for all teachers in 1991) in the context of the status of teachers in society and the nature of teaching as an activity. In the light of historical development, appraisal may be seen as having two major, though conflicting, purposes; increasing the accountability of teachers and promoting professional development. The introduction of appraisal in three secondary schools is examined. The preliminary findings indicate that teachers are able to influence the implementation of policy according to how they see the purposes of that policy. As a result of how the appraisal regulations are compromised, the process is seen as being of little use, something which has to be done and is likely to be submerged within the day‐to‐day routine of school life.