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Article: An Effective Model Of Teacher Appraisal: Evidence From Secondary Schools In Shanghai, China

TitleAn Effective Model Of Teacher Appraisal: Evidence From Secondary Schools In Shanghai, China
Authors
Keywordssecondary school
Shanghai
teacher appraisal
teacher professional development
Issue Date2017
PublisherSage.
Citation
Educational Management Administration & Leadership, 2017, v. 45 n. 2, p. 196-218 How to Cite?
AbstractIn China, teacher appraisal has been widely practised for decades. With the 2009 introduction of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities, and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal – including lesson observation, student evaluation of teachers, and checking teachers’ tasks – are conducted throughout the whole year. The current teacher appraisal system has been a success, and this study identifies four factors contributing to that success. First, administrative and developmental appraisal coexist as one single appraisal system. Second, teacher appraisal is integrated with other aspects of schools’ business. Third, teacher appraisal is perceived by teachers as credible and fair. Fourth, non-technical aspects of appraisal, such as teachers’ psychology and social dynamics, are taken into account during the appraisal process.
Persistent Identifierhttp://hdl.handle.net/10722/217280
ISSN
2023 Impact Factor: 2.7
2023 SCImago Journal Rankings: 1.470
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorZhang, XF-
dc.contributor.authorNg, HM-
dc.date.accessioned2015-09-18T05:54:49Z-
dc.date.available2015-09-18T05:54:49Z-
dc.date.issued2017-
dc.identifier.citationEducational Management Administration & Leadership, 2017, v. 45 n. 2, p. 196-218-
dc.identifier.issn1741-1432-
dc.identifier.urihttp://hdl.handle.net/10722/217280-
dc.description.abstractIn China, teacher appraisal has been widely practised for decades. With the 2009 introduction of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities, and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal – including lesson observation, student evaluation of teachers, and checking teachers’ tasks – are conducted throughout the whole year. The current teacher appraisal system has been a success, and this study identifies four factors contributing to that success. First, administrative and developmental appraisal coexist as one single appraisal system. Second, teacher appraisal is integrated with other aspects of schools’ business. Third, teacher appraisal is perceived by teachers as credible and fair. Fourth, non-technical aspects of appraisal, such as teachers’ psychology and social dynamics, are taken into account during the appraisal process.-
dc.languageeng-
dc.publisherSage.-
dc.relation.ispartofEducational Management Administration & Leadership-
dc.subjectsecondary school-
dc.subjectShanghai-
dc.subjectteacher appraisal-
dc.subjectteacher professional development-
dc.titleAn Effective Model Of Teacher Appraisal: Evidence From Secondary Schools In Shanghai, China-
dc.typeArticle-
dc.identifier.emailNg, HM: hmng@hkucc.hku.hk-
dc.identifier.authorityNg, HM=rp00941-
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1177/1741143215597234-
dc.identifier.scopuseid_2-s2.0-85011551364-
dc.identifier.hkuros250684-
dc.identifier.volume45-
dc.identifier.issue2-
dc.identifier.spage196-
dc.identifier.epage218-
dc.identifier.eissn1741-1440-
dc.identifier.isiWOS:000394777300002-
dc.identifier.issnl1741-1432-

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