The Research On The Teacher Implicit Behavior Evaluation Problem Under The Background Of Merit Pay

Since2009, China compulsory education school began to implement the policy of Teachers’Merit Pay. Teachers’Merit Pay is to evaluate teachers’personal achievements and comtributions in order to improve the education quality of service.Through this,more gain for more pay on teachers.It can also achieve optimal performance for optimal. At the same time,the policy to increase national finance also hope to improve overall tacher salary level industry,the policy effect in western China is more obvious.This paper mainly discuss the former,namely the performance of teachers’evaluation of merit pay itself function.The research of the object is some schools of Shanghai and Jiangsu(more developed regions).This topic is widely concern in the education field.Based on the background of the policy of Teachers’Merit Pay,the purpose is to pay full attention to teachers’personal achievements and comtributions,help teachers establish consciousness of performance.On the other hand,the conflict between performance quantification and teacher implicit behavior,some implicit behavior is often ignored when on the teacher evaluation.After established this title,J do a lot of literature,to get more thinking dimensions and many theories.It is also used to confirm the fact that I described.To enhance the empirical study,this paper set up teacher questionnaire and interview survey about6small and medium-sized schools in area C and area P of Shanghai.The effective of questionnaire recovery is218, the interview record is15.From arranging opinions of school leaders, teachers and education experts,in order to analysis the cause of problems and to improve the suggestion.It is more objective and comprehensive.This study suggests that the attribution of teachers’ professional teaching and education decided that performance evaluation can’t just evaluate teachers as "can be expressed","can be measured" indicators.It also should attend to the implicit behavior(or recessive behaviour or behavior of the implicit).)in special education, The performance evaluation, should not only reflect dominant, immediate results,but also must not ignore the value of education process and meaning,that is difficult to measure, normally coming late and so on.However, in the actual investigation shows, because of teachers implicit behavior cannot be measurement, can’t conversion for "score", unable to deal with the "objective fairness" of conflict, some schools then to "implement the policy","to the higher the rules" as an excuse,some schools escape contradiction, escape responsibility, simply to "performance-based pay equal to the quantitative evaluation". This is quite common situation in teachers’performance evaluation. Obviously it is harmful.It is against the policy original intention,that is "performance in order to improve the quality". The author thinks that, the real performance, can’t stay in the present management level, we must make the details of the performance evaluation, look for the policy of supporting, and matching the operation mode,the introduction of such as naturalistic, promote the development of teachers’ evaluation theory. Sometimes even to sacrifice some quantitative analysis on the surface.Then cherish the value of teachers’implicit behavior (recessive performance), set up more real and effective evaluation model as soon as possible. The author wish that the research can make a contribution for the reform of the policy of Teachers’Merit Pay in China.