Endline Survey Report (Part 1 to 3)

The Beaconhouse–CERP Appraisal Study was a large-scale, data-driven collaboration between the Beaconhouse School System (BSS) and the Centre for Economic Research in Pakistan (CERP), conducted across 66 branches nationwide. The research aimed to evaluate how different teacher appraisal models affect teacher motivation, satisfaction, and performance. Three systems were piloted during 2018: Plan 1 (Manager Appraisal – subjective), Plan 2 (Student Growth – objective), and Plan 3 (Flat Increment – uniform).

Across over 11,500 survey responses collected from teachers, heads, and managers, results revealed strong teacher engagement and generally positive perceptions of workplace culture. Most teachers (74%) felt valued at work, 81% reported peer collaboration, and 73% expressed satisfaction with managerial support. Plan 1 was seen as the most motivating and effort-linked when experienced directly, while Plan 2 was viewed as the fairest and most objective when compared hypothetically. Teachers and heads alike emphasized the importance of balanced appraisal systems—transparent, growth-oriented, and combining managerial judgment with measurable student outcomes.

School heads’ responses reinforced these findings, noting that appraisals should primarily motivate rather than penalize. Managerial data further indicated structured performance reviews, data-informed planning, and significant investment in classroom observations as developmental tools.

Overall, the BSS–CERP study provides evidence that fair, feedback-driven appraisal systems foster stronger teacher motivation, equity, and accountability. These insights inform the future design of appraisal frameworks that sustain teacher development, student learning, and organizational improvement within large education networks.