The Importance of Transparency in Performance Appraisals in International Schools: Tackling Top-Down Sabotage

In international schools, where teachers and leaders from diverse backgrounds work together, cultivating a positive and transparent school culture is key to fostering both student success and staff satisfaction. One crucial, but often overlooked, area that plays a significant role in the overall culture of the school is the performance appraisal system.

Research by Hashim Zaman and Karim R. Lakhani at Harvard Business School sheds light on a phenomenon that can severely impact a school’s culture: top-down sabotage (TDS). In educational environments, the absence of transparency in performance appraisals, especially when there are unclear or absent KPIs (Key Performance Indicators), can lead to a breakdown in trust, communication, and even sabotage by those in leadership positions.

Lack of KPIs and the Consequences for School Culture

In many international schools, the lack of clear and measurable performance indicators leaves teachers feeling uncertain about their progress and place. Without clear KPIs, staff may not understand what specific behaviours or outcomes are being measured, which can lead to frustration, confusion, disengagement, or worse, a hierarchical and opaque organisational culture.

In a hierarchical and opaque organisational culture, staff members often feel uncertain about how their performance will be measured or how promotions are determined, leading them to prioritise appearing agreeable to leadership rather than focusing on meaningful contributions. This results in a culture where staff feel compelled to align with leadership’s preferences, creating an echo chamber of positivity that reinforces the leader's decisions without honest feedback or alternative perspectives. Over time, this dynamic stifles innovation, fosters groupthink, and demotivates staff, as employees focus on maintaining the status quo rather than pushing for growth. Ultimately, the lack of transparency hampers the organisation’s ability to evolve, leaving staff disengaged and the leadership disconnected from the reality of the workforce.

A lack of clarity can perpetuate TDS, as unclear expectations can be used as a tool for undermining employees (especially those who may challenge decisions), often under the guise of "valid excuses" or "subjective decisions." While some leaders may see a lack of clarity or measure and insecurity as a recipe for generating 'over performance', most often it will simply lead to either burn-out and a departure or a culture of faux effort where staff settle into the game.

The absence of transparency in performance evaluations often also creates an environment where decisions regarding promotions, rewards, and recognition are not based on objective metrics. This situation can lead to manipulation or even deliberate undermining of certain staff members by those in leadership positions or those seeking leadership positions, which, in turn, creates an unhealthy school culture. Teachers might feel disconnected from the goals of the school and, worse, may feel that they too need to play the game to survive.

In their research, Zaman and Lakhani found that approximately 30% of executives report witnessing sabotage within their organizations, with over 70% of respondents experiencing it at some point in their careers. While this may sound like an issue more relevant to the corporate world, the consequences in a school setting can be just as damaging. TDS often manifests in ways that are subtle but deeply affect staff morale, collaboration, and overall job satisfaction. Without clear performance goals and transparent feedback, teachers may feel they are being evaluated unfairly, or worse, held back by leaders who don't have their best interests in mind; as we know teacher engagement is critical in student engagement.

The Role of KPIs in Enhancing School Culture

There is a misconception that teaching to the KPI is inherently negative. While some may argue that teachers will focus solely on achieving specific measurable outcomes, this can be a positive strategy if the KPIs are aligned with the school’s larger goals and vision. When teachers clearly understand the metrics by which they are assessed, they are better positioned to focus on achieving those goals. The key is to ensure that the KPIs are designed to complement the school’s educational mission, not constrain it.

Effective KPIs should be student-focused and aligned with both academic outcomes and the broader development of students, such as creativity, critical thinking, and emotional intelligence. For example, an international school could set KPIs that focus on student engagement and outcomes, cross-curricular collaborative projects, or wider community engagement. These KPIs would encourage teachers to adopt teaching approaches that benefit students in the long run, rather than simply ‘teaching to the test.’

Moreover, clear KPIs help to prevent bias in decision-making and provide teachers with tangible goals to work towards, ensuring fairness in performance evaluations. When performance metrics are transparent and aligned with the school’s ethos, teachers are more likely to feel a sense of achievement and satisfaction, which ultimately enhances overall morale and productivity. They are also more likely to be motivated by rather than demotivated by the appraisal system.

Spotting Top-Down Sabotage: The Challenge and Opportunity

One of the most insidious forms of TDS within schools is isolation, which can be hard to spot. It often appears in the form of small, subtle decisions that, on their own, may seem valid but, over time, contribute to preventing team members from being given opportunities or the information they need to perform at their best. For example, a school leader might avoid giving full information to certain staff members and then use the resulting 'failure' as an excuse to overlook those teachers for leadership roles in favour of teachers who were given full information.

Another form of TDS is subtly setting up conflict between staff, particularly through the selective sharing of information, which is a manipulative tactic that can divide teams and isolate certain individuals. By intentionally withholding or distorting key information from some staff members while providing it to others, leaders can create misunderstandings and misperceptions, fueling unnecessary conflicts. This can make certain staff appear difficult, uncooperative, or even disruptive when, in reality, they are simply out of the loop or working with incomplete or inaccurate information. Over time, this tactic erodes trust within the team and undermines collaboration, as employees begin to form negative assumptions about each other based on skewed narratives. The isolated individuals, particularly those who are not privy to the full picture, can become scapegoats for issues they are not fully responsible for, leading to a negative perception of them that sticks. This not only damages individual reputations but also cultivates a toxic environment of suspicion and competition, rather than fostering a supportive and transparent team culture.

Top-down sabotage can thrive in environments where there is a lack of transparency in leadership decisions, often under the guise of 'valid' reasoning, such as "we don’t have the budget" or "the decision-making process is too complicated" or "it's in the best interest of the school." without any context given. This culture of opacity makes it harder for staff to understand why certain decisions are made and fosters a sense of distrust.

However, the opportunity to tackle top-down sabotage comes when schools start embracing transparency. By committing to clearer communication and more objective performance evaluations, schools can gain greater clarity on what is happening within the organization. This process opens the door for discussions about where value is added and where improvements are needed, ultimately benefiting the entire school community.

Creating a Beacon of Excellence

It takes a courageous school administration to address these issues and improve transparency, but doing so will be a significant step toward transforming the school into a beacon of excellence in both teacher management and organizational culture. The benefits are not only academic but also affect the overall student culture and outcomes. When teachers feel valued, supported, and fairly evaluated, they are more likely to create an environment of collaboration and engagement that directly benefits their students.

For leaders in international schools, taking the step toward transparent appraisals and effective KPIs is crucial in promoting fairness, accountability, and growth. It is not just about improving teaching standards, but about creating a school culture that exemplifies openness, trust, and fairness—values that will ultimately be instilled in students as they engage in their learning journey.

Final Thoughts: Transparency To The Rescue

In international schools, transparency in performance evaluations is not just a nice-to-have but an essential element for fostering a positive school culture. By ensuring that KPIs are aligned with the school’s broader mission and that performance evaluations are fair, objective, and transparent, schools can create an environment where teachers thrive, and students flourish. Tackling top-down sabotage and embracing clear communication will be a major step toward creating a culture of excellence that benefits all stakeholders; teachers, students, and the wider community.

References

Zaman, H., & Lakhani, K. R. (2024). Determinants of Top-Down Sabotage. Harvard Business School Working Paper, 25-007.