TOWARDS THE NEW TEACHER PERFORMANCE APPRAISAL SYSTEM: A CASE STUDY FROM KAZAKHSTAN
Teacher performance is applied as a tool of tracking the progress of educational reforms implementation. Kazakhstan is the first CIS country that modified the usual teacher performance appraisal system to ensure the transparency and quality of the performance appraisal process. The current paper illustrates teachers’ conceptualization of and attitude towards the modified teacher performance appraisal system. The research is done under the change theory framework and examines teachers’ perspectives to explore the relevant picture, i.e. the teachers’ perception of TPA competences through interviews and observations with five participants. Findings suggest that the participating teachers considered the TPA as the process of getting various bonuses instead of professional development and skills, and competences.