Research On Faculty Evaluation In China

Teachers play an important role in university .The university has authority to carry on the evaluation to the teacher. The faculty evaluation relates to both the development of university and the improvement of teacher individual, which becomes the method to manage teacher. In background of popularization in higher education and the faculty recruit system, the imperfect faculty evaluation system in Chinese university causes many undesirable phenomena and teachers' dissatisfaction. Base on the above and after large amounts of documentary research and the questionnaire, combing the theories of management and higher education, the paper discusses the problems and the original reasons in the faculty evaluation and attempt to give some countermeasures and suggestions to improve the faculty evaluation. The thesis has the academic significance and actual value. The paper can be divided into three parts.Part one makes clear the reasons and significance on selecting the topic and the concept of "faculty evaluation" and "university teacher". Then, it summaries the former research and points out the train and methods of research.Part two clearly points out five prominent problems and analyzes the reasons of the problems in faculty evaluation in China by looking back to the history of faculty evaluation and inquiring the legal and government policy and recognizing the present situation of faculty evaluation. Upon the documentary materials , evaluation policy of some universities and the questionnaire ,the paper points out five prominent problems in faculty evaluation :1.As for the goal, faculty evaluation emphasizes classification, rewards and punishment ,but neglects development and improvement of teachers.2.As for the method, faculty evaluation emphasizes quantity and neglects the quality .3.As for the value guide, faculty evaluation emphasizes research and neglects teachingAAs for the pattern, faculty evaluation is highly similar and the criterions are single.5.As for the practical process, administrative authority is power than academic authority.Part three gives the countermeasures and suggestions to improve the faculty evaluation in China on the base of the theories and practice. First, we must set up thecorrect guidelines of the faculty evaluation. By analyzing the ideas of university, the traits and social role of faculty > the conflict theory between organization and individuah the supposing theory of human nature and the theory of need and encourage, we should fundamentally set up the guideline that is taking teachers as center and attaching importance to them, giving humanistic concernment to them. In order to overcome the capaciousness in practice, we must follow several principles: the principle of taking the quality as core and combing the quality and quantity;the overall principle;the multiracial principle and the developmental principle. When guideline and principles are putted into practice, we must pay attention to several problems as fellow: 1. The evaluation should combine the developmental evaluation and the teacher evaluation aiming at reward and punishment, and emphasize the development of teacher individual.2.As for the method, the evaluation should handle relation between teaching and research.3.The evaluation should improve the procedure and respect the teacher as the role.From the research, we can draw the following conclusions: The history of facultyevaluation indicates that there isn't absolutely fair and reasonable evaluation, there isrelative perfect evaluation, the existence of faculty evaluation is inevitable and rational.Series of laws and policies provide the feasible safeguard. Although, there are fiveprominent problems in evaluation, which cause dissatisfaction of teachers, the problemsare inevitable. We can't deny the evaluation completely because of its shortcoming,instead we should explore the measures to improve it. It is the wrong guideline thatresult the problems in system level. Through analyzing the correlated theories, the paperconcludes the guideline that is taking teachers as center and attaching importance tothem, giving humanistic concernment to them. The guideline shows specifically that theevaluation should aim at the professional development of teacher individual and thecreativity and individuality of research in developmental direction. In order to overcomethe capriciousness in practice and put the guideline and principles into practice, we mustpay attention following aspects: As for the pattern, the evaluation should combine thedevelopmental evaluation and evaluation aiming at reward and punishment, theevaluation result should relate to the title of teachers and provide training opportunityfor teachers. As for the method, the evaluation should handle the relation betweenteaching and research, and adopt different evaluation methods in view of different duty>different phase teachers. Teaching evaluation should collect information comprehensively,students evaluation and peer evaluation should be emphasized, quality evaluation should be emphasized in research .The procedure should emphasize the communication between the leader and teachers, and help teachers to formulate the developmental goal and feed back the information to teachers promptly and enhance the validity of self-evaluation should be emphasized.The fresh ideas of the paper is that the problems of faculty evaluation are grasped accurately, the guideline is discussed from the perspective of university idea, self-evaluation should be fully used and enhanced the validity in order to promote teachers to reconsider.