Teachers' perceptions of the teacher evaluation system in China : a case study

Thesis (M.Ed.)--University of Melbourne, Dept. of Education, 2004Reforms in China have been attempting to shift its education from examination centred to quality oriented Teacher evaluation system is supposed to reflect the changes. This study explored teachers perceptions of the current teacher evaluation system in a public primary school in China. The participants were 43 of the school's 75 teachers. The researcher analysed teachers written responses to both pre coded and open ended questions to determine their perceptions. Findings of this study suggest that teachers general impressions of the teacher evaluation system were slightly positive and the teacher evaluation criteria as a whole were acceptable to some extent to the teachers. Teachers however held quite divided opinions toward different aspects of the teacher evaluation and the criteria of different teacher evaluation procedures. The teachers believed that teacher evaluation had a big impact on their growth and was used as evidence for rewards and punishment. The impact on teachers morale and student outcomes were comparatively smaller. Many teachers also believed that teacher evaluation had no impact on them Teachers were not happy with the climate for evaluation especially the perceived unfairness in evaluation and not being respected. Teachers opinions were divided to a great extent regarding preferred evaluation procedures and some criteria for teacher evaluation. The researcher suggests that teachers negative attitudes toward the teacher evaluation system should be seriously considered and that the system be improved. The researcher also suggests that the relationship between current teacher evaluation and student outcomes should be further explored and strengthened