A system for appraisal or a 'tyranny of conformity'? A study on the EPMS and teacher resistance

Abstract

Raising teaching performance is one of the main attributes to improving students’ learning. To

ensure the standard of teachers is at an acceptable standard, teacher evaluation is key to the

raising of educational standards. There are many different types of teacher appraisal systems

available. However, recently, performance-related pay-based systems are becoming more popular

due to a number of benefits which includes retaining high-quality teachers with performance

incentives, and raising teacher motivation. Furthermore, these appraisal systems create a common

discourse in the determination of the ‘good teacher’. Singapore’s Enhanced Performance

Management System (EPMS) is one such appraisal system. This paper aims to explore (a) the

effectiveness of the EPMS as an appraisal system; and (b) how the EPMS becomes a site of

resistance for teachers against the official rhetoric of ‘the good teacher’.