Chinese Middle School Teachers' Preferences Regarding Performance Evaluation Measures

Autor/inn/en	Liu, Shujie; Xu, Xianxuan; Stronge, James H.
Titel	Chinese Middle School Teachers' Preferences Regarding Performance Evaluation Measures
Quelle	In: Educational Assessment, Evaluation and Accountability, 28 (2016) 2, S.161-177 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-016-9237-x
Schlagwörter	Middle School Teachers; Faculty Workload; Asians; Foreign Countries; Teacher Evaluation; Preferences; Teacher Attitudes; Teacher Role; Teacher Collaboration; Teacher Effectiveness; Teacher Surveys; Mixed Methods Research; Evaluation Methods; Performance Based Assessment; China + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Teacher appraisal; Lehrerbeurteilung; Lehrerverhalten; Lehrerrolle; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Leistungsermittlung
Abstract	Teacher performance evaluation currently is receiving unprecedented attention from policy makers, scholars, and practitioners worldwide. This study is one of the few studies of teacher perceptions regarding teacher performance measures that focus on China. We employed a quantitative dominant mixed research design to investigate Chinese teachers' preferences for teacher performance measures and the possible reasons for their preferences. Considering the quantitative results, the surveyed Chinese teachers identified fulfillment of additional roles, collaboration with faculty and staff, and students' test scores as the most important measures for performance evaluation. Qualitatively, the most important measures that the surveyed teachers reported were the teacher's morality, workload, and students' test scores. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01