The purpose of this paper is to provide a commentary on “Developing and Refining a Process to Improve Teacher Engagement with the Performance Management System in a School Setting” and to extend the conversation around the use of organisational behavioural management in services.
This commentary focuses on the work conducted by Hawkins et al. (2022) in a school for autistic students who are also diagnosed with a learning disability.
The strengths and limitations of this research study are highlighted, and some suggestions are provided for future research.
This paper offers a valuable account of how organisational behavioural management can be used to help educational services produce better outcomes for the students while also empowering teachers.
