Teacher Performance Appraisal Problems And Countermeasures

Assessment of Headteacher Performance is a significant aspect of school human resources management and headteacher performance management. It is a subordinate area of teacher's performance evaluation that is a branch of educational evaluation. The procedure of the assessment is carried out by the examiner, on the basis of the goal of education, the requirement of class management and the educational task of headteacher, guided by proper educational values, according to normal procedure and using scientific methods and means. Implementation of assessment scientifically may enhance and improve school management, promote the professional growth of Headteacher.Taking Nanjing junior middle schools as a research case, this study attempts to analyze current situation, problems, and strategies of headteacher performance assessment by referring foreign, domestic theories and experience of teacher performance assessment. Investigation and case study are used to find out the situation and feature of headteacher performance assessment in Nanjing junior middle school, meanwhile literature study is applied to learn the researchs of teachers and headteachers'performance assessment, to analyze it's problems and causes, and countermeasures in this study. The investigaton conclutions are as below:in Nanjing junior middle schools, the system and the program of headteacher performance assessment have been formed; school administrative department holds the process of forming and revising assessment program; assessment subjects are student education administration mainly; quantitative assessment is used chiefly, while qualitative assessment is as a complement; assessment attach to task performance; assessment results link to rewarded performance salary, teacher position promotion, and choosing the advanced and the excellent; assessment results feedback periodically and by regular meeting principally. The study shows that the involved problems are following: assessment aim is biased in ranking, while pays less attention to the professional growth of headteacher; assessment subject is too limited, and those subjects as headteacher himself, peers, students and their parents are not involved; quantitative assessment is primary, as qualitative assessment is a mere formality; assessment items focus on task performance, as well as contextual performance and adaptive performance are rarely involved; using of assessment results is not so appropriate, while the feedback is not so promptly. The causes of these problems are as:the policy and criterion of assessment are not distinct; there are difficulties in the process of school assessment; headteachers themselves understand the assessment incomprehensively; the program of assessment is inadequate; assessment method is improper. The strategies of solving these assessment problems are as follows: updating the ideas as to combine discriminative assessment and developmental assessment into an organic unity; revising assessment program as to complete the assessment items; reforming the assessment method as to combine quantitative assessment and qualitative assessment; pulling multiple subjects in assessment as to make assessment subjects comprehensive; using assessment result properly as to turn headteachers'attitude to the assessment from passsive acceptance to active participation.