ABSTRACT
Performance appraisal, the evaluation of work behavior along job dimensions, is not typically high on school psychologists’ research or practice agendas. Industrial and organizational (I/O) psychologists have been interested in this topic because of the centrality of performance appraisal to an organization’s functioning. Extensive research has been conducted on the method and process of evaluating work performance (Borman, 1974; DeNisi & Williams, 1988; Landy & Farr, 1980). There are a number of reasons, however, why school psychologists may want to take a more active interest in performance appraisal research. First, valid performance appraisal systems are pivotal in demonstrating the worth and contribution of the school psychologist to the organization. The issue of accountability has received much attention within the field of school psychology recently (Fairchild, 1975; Maher, 1979; National Association of School Psychologists (NASP), 1985), and an understanding of the appraisal process may help direct efforts to address this issue (Bennett, 1980). Second, training and accreditation policies (Curtis & Zins, 1989; HASP, 1984) require accurate methods of appraising the school psychologist’s performance. Third, as this chapter addresses in its final section, research in I/O psychology has not addressed specific concerns of school psychologists and is unlikely to do so in the future.
