Research On The Academic Title Evaluation Behavior Of China’s University Teachers From The Perspective Of Administrative Law

University Teachers’ Academic Title System is an important part ofuniversity personnel system in our country, teachers’ academic title evaluation work areFar-reaching significance for the construction of teachers in Colleges and universitiesand the development of higher education. The evaluation of academic titles for teachersin Colleges and Universities is important relationship on realization of the basic rightsof teachers, is one of the most important parts for college teachers’ teaching andscientific research enthusiasm and creativity, and the stability of teachers in Collegesand Universities. But some problems in the professional title assessment process are stillexisting, the teacher ’s legitimate rights and interests can not be protected effectively. Atpresent, both legal theory and judicial practice, the dispute occurred in universities andteachers in the evaluation of professional titles how to be solved is rarely studied,judicial practice is also often ready to accept either course, unable to agree on which isright. Based on consulting a large number of relevant documents, this paper attempts toresearch and analy the public China’s university teachers Title Evaluation Behavior fromthe angle of administrative law, to clarify the legal nature of public college teachersAcademic Title Evaluation Behavior，Clear and properly handle the relationshipbetween judicial review and university autonomy. Gradually，bringing the University’sAcademic Title Evaluation Behavior into the scope of administrative litigation，to findthe best balance point of university autonomy and judicial intervention. It is importanttheory significance and the practical significance for promoting College and Universityto exercise review the right legitimately，ensuring the legitimate rights and interests ofteachers in Professional Title Evaluation Behavior. It is also meaningful for promotingthe rule of law, administering education according to law, harmonious development， while non-aggression and intervention of academic freedom.