In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.

The change from Fordist to Post-Fordist production and employment systems typically correlates with a more outcome-oriented management of individual and collective performance. This article aims to develop a critical perspective on the implementation of these performance management systems. In particular, the significance and the change of performance norms and standards will be analyzed and acknowledged. Our central premise is that the more the norms and standards of job performance are downgraded and replaced by a demand for specific performance outcome, the more anomic tendencies in organizations will increase. Anomie, as growing weakness of workplace norms and standards, is among some of the unintenional and paradoxical of the new performance management. It bears the danger to undermine some necessary organizational requirements of job performance and over the long run, results in a normative destabilization of organizations.

The change from Fordist to Post-Fordist production and employment systems typically correlates with a more outcome-oriented management of individual and collective performance. This article aims to develop a critical perspective on the implementation of these performance management systems. In particular, the significance and the change of performance norms and standards will be analyzed and acknowledged. Our central premise is that the more the norms and standards of job performance are downgraded and replaced by a demand for specific performance outcome, the more anomic tendencies in organizations will increase. Anomie, as growing weakness of workplace norms and standards, is among some of the unintenional and paradoxical of the new performance management. It bears the danger to undermine some necessary organizational requirements of job performance and over the long run, results in a normative destabilization of organizations.

In the last decades, several research studies have been executed on the key factors that influence school effectiveness. Taking state of the art literature into account, six broad areas can been identified: student, home, school and leadership, curricula, teachers and teaching/learning approaches. As part of the area of school and leadership, the overarching topic of performance management has been empirically tested to be an effective strategy for improving student outcomes. The role of organizational performance metrics and monitoring cannot be overstated as a success factor of an organization because they affect strategic, tactical and operational planning in setting objectives, evaluating performance, and determining future courses of action. Consequently, the research project at hand aims to analyze, as a first step, the interrelation between the use of technology and performance monitoring and, as a second step, the impact of these management practices on the organizational effectiveness of schools. For that, an online survey is sent to about 20.000 principals in Germany. Statistical analysis will be conducted.