Principals' and teachers' views on performance expectations for teachers. An exploratory study in Flemish secondary education

Research suggests that defining and communicating performance expectations for teachers can have important benefits for schools. However, teacher performance is a complex construct, and schools in Flanders have substantial autonomy in defining performance expectations, but research on performance expectations held by principals and teachers is scarce. Therefore, the aim of this study is to explore what principals and teachers expect of teachers, and whether principals' expectations are clear to teachers. The findings of our interviews with principals and teachers in four secondary schools in Flanders indicate that expectations are context-dependent and subjective. In general. expectations regarding teaching are similar for all teachers, while expectations of school team performance are more teacher-dependent. debatable and diverse. Moreover. certain expectations of principals remain unclear to teachers, especially to more experienced teachers. Finally. teachers themselves also influence expectations in their schools. We discuss important aspects of managing performance expectations, as well as implications for educational policy, research and practice.