feel safe and believe in their jobs are motivated to show high performance (Yüksel, 2006).
Commitment and devotion are necessary in employees’ success. Commitment and devotion are
possible only when they are satisfied with their jobs and when their needs are considered (Öztekin,
2006). The dimension of the relationship between performance management and the culture of the
organization consists of teachers’ low performance being spotted by their colleagues, teachers’ high
performance being noticed by their colleagues, the administrators’ motivating teachers continuously
to show high performance, the administrators’ noticing the lack of motivation which may result in low
performance and teachers’ comments. The findings of this research concerning this dimension
illustrated that 60, 2 % of the participants replied “occasionally” and the mean is 3,36.
When performance management dimensions based on work experience of the participants within
this research are considered, there is a significant difference between all the five dimensions and the
work experience. Performance management is very important in every working context, both in the
industry in general and in the education world in particular. It is an important process because it aims
to improve the performance and hence the quality of the work delivered. In this study, it is aimed to
improve the level of education by improving the teachers’ and the headmasters’ performance. It is
suggested that a three stage performance management tool should be applied in order to shed a light
on rethinking of schools in managing performance management systems. Furthermore, via
performance management systems, there is an opportunity to improve the quality of teaching and
learning (Buchner 2007; Down, Hogan, & Chadbourne 1999; Rhodes, & Beneicke 2002). This
research study provides an insight to consider the impact of performance management process for
schools and professional development of teachers and headmasters.