In Singapore, a growing chorus of educators is voicing distress over the Enhanced Performance Management System (EPMS), a teacher appraisal mechanism that shapes not only their career progression and pay but also their mental well-being. Teachers interviewed describe a “suffocating culture of fear and self-doubt,” fueled by a competitive ranking environment that many find more performative than meaningful.
The EPMS, designed to evaluate teachers through classroom observations and additional projects, reportedly pushes some educators to stage events or initiatives that might bring little direct value to students’ learning—all for the sake of visibility during appraisals. This pressure to stand out has, for many, shifted the focus away from genuine educational engagement toward ticking boxes for the system.
One striking revelation is the impact on mental health. As one teacher candidly shared, “My mental health is at an all-time low.” Burnout is widespread, with teachers feeling their professional self-worth hinges on rankings that many do not fully understand. The Ministry of Education has disclosed that around 60% of teachers receive mid-range grades (C-plus and C), while only about a third are awarded the highest marks (A and B).
Transparency and understanding of the ranking process are major issues. A survey by the Singapore Teachers’ Union, involving 1,265 teachers, revealed that over half felt unclear about how rankings are decided. An alarming 80% disagreed that the system was transparent.
While the Ministry of Education acknowledges “gaps that need plugging,” teachers’ experiences paint a picture of a system in urgent need of review. The article underscores the pressing need to address the emotional and professional toll Singapore’s current metrics impose, reminding us of the real people behind the report cards.
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