Kindergarten Teachers’ Perceptions of Performance Appraisal and its Impact on Job Performance in Hong Kong

Abstract

In Hong Kong's competitive kindergarten sector, performance appraisal (PA) is widespread. While designed to improve teaching quality, its effectiveness depends entirely on teachers' perceptions of the system. If teachers view the PA process as unfair or unhelpful, its intended benefits for professional growth are unlikely to be realized. The study investigates the perceptions of kindergarten teachers in Hong Kong towards the prevailing performance appraisal (PA) systems and explores the complex, multifaceted relationship these perceptions have with their job performance. Using a mixed-method approach with 359 survey respondents, it finds that while teachers acknowledge PA's potential for professional development, this is overwhelmingly negated by perceptions of unfairness. Teachers reported a lack of transparency, appraiser bias, and an overemphasis on quantifiable outcomes linked to school marketing. This perceived injustice correlates with increased stress, strategic compliance, and a narrowing of teaching practices. The research concludes that PA often acts as a mechanism of performative control rather than a tool for authentic growth. It recommends shifting towards more equitable, dialogic, and growth-oriented appraisal models that align with early childhood education's holistic ethos to genuinely support teacher efficacy and performance.