Performance of New Zealand's State secondary schools

Performance of New Zealand's State secondary schools by Malik and Davey provides a stakeholder based approach to identify schools' stakeholders. It provides a method to categorise the schools' stakeholders as marginal, ordinary, important and key in terms of their salience as perceived by the schools' management. Seven core key performance factors (KPFs) from the teachers and parents perspective have been identified, which are indicative of their expectations from the schools' management. This monograph also discusses the implications of the KPFs of parents and teachers, which assists schools' management to prioritise expectations of parents and teachers. Additionally this monograph provides schools' management with a template for evaluating teacher performance, that is based on a transactional relationship between teachers and the schools' management. Performance of New Zealand's secondary schools is written in a clear and engaging style so that schools' management may apply it in their respective schools, in order to improve school performance holistically.

Autorentext

ARSHAD ASHFAQUE MALIK, BE(NED), MBA(IESE), PhD(Waikato), ACMA (Pakistan) is Lecturer in the School of Accountancy, College of Business at Massey University, New Zealand. HOWARD DAVEY, BA, BBS, MBA(Hons)(Massey), PhD(Waikato) is Head of the Department of Accounting, Waikato Management School, University of Waikato, New Zealand.

Klappentext

Performance of New Zealand's State secondary schools by Malik and Davey provides a stakeholder based approach to identify schools' stakeholders. It provides a method to categorise the schools' stakeholders as marginal, ordinary, important and key in terms of their salience as perceived by the schools' management. Seven core key performance factors (KPFs) from the teachers and parents perspective have been identified, which are indicative of their expectations from the schools' management. This monograph also discusses the implications of the KPFs of parents and teachers, which assists schools' management to prioritise expectations of parents and teachers. Additionally this monograph provides schools' management with a template for evaluating teacher performance, that is based on a transactional relationship between teachers and the schools' management. Performance of New Zealand's secondary schools is written in a clear and engaging style so that schools' management may apply it in their respective schools, in order to improve school performance holistically.