Balanced performance management in the public education system : An empirical study of Estonian general education schools

Purpose – The purpose of this study is to investigate ways in which the performance management at different school management levels contributes to the performance of public schools in the Estonian general education system. Design/methodology/approach – The study is based on the balanced performance management approach and focuses on performance management patterns in Estonian general education schools. At the individual, operational, and strategic performance management levels, the primary performance determinants are analysed. The study uses empirical survey data gathered from 164 schools providing upper secondary education in Estonia. Findings – The research shows that a pupil's academic performance as the most common indicator of a school's performance influences individual goals, such as satisfaction with the quality of education and teaching in the school and the pupils' further choices and opportunities in education. The satisfaction of other interested parties such as teachers and parents is influenced by the school's strategic as well as operational performance management measures. Therefore, a school's performance management system must operate as a balanced system integrating the individual, operational and strategic performance management levels of the school. Research limitations/implications – The general limitations of survey‐based research have to be considered – the study is static in nature, although the longitudinal approach would allow assessing the dynamic aspects of performance management in public schools. In addition, it is necessary to further explore a wider set of individual, operational and strategic performance management indicators and their interconnections in the implementation of performance management in public schools. Originality/value – The research findings have two main implications. First, the paper contributes to the limited knowledge about the implementation of performance management practices in public schools. Second, due to the fact that the Estonian education system is firmly based on approaches that have proven to be performance‐enhancing, the analysis provides an overview of and information about the countries that have not gone to such lengths in the restructuring of their education system.