Research On The Evaluation System Reform Of Public School Teachers In Japan

This paper aims to study Japanese teachers evaluation system reform of public schools to clarify its history, analyze the background and causes of the reform in late 1990s, explore the guiding ideology, philosophy and basis of the reform, explain its effect in the practice, summarize the problem of the teacher evaluation system according to reports of Central Education Consideration Committee, Minstry of Education, Culture, Sports, Science and Tachnology, in Japan, Education Civil Servant Law, and teachers evaluation system programs from various Prefectures.This study is divided into five parts on the basis of these research ideas.The part of Introduction includes problem posing, research status, concept definition, research objectives, methods and significance.Chapter One is concerned with the historical evolution of the Japanese public school teachers evaluation system, which is divided into three stages, that is, introduction, development and reform. The first stage reviews Japanese educational environment and institution of the evaluation system after World War ?. The second stage is concerning campaign against the job evaluation system beginning from Ehime Prefecture in 1956. And the last stage analyzes the development of teachers evaluation system before the introduction of a new system in 1990s.Chapter Two treats of the background of Japanese public school teachers evaluation system reform from the following three perspectives:international environment, economic and political reform environment, and educational environment. The rise of neo-liberalism has affected Japan as well as the other part of the world. As a result of the impact, Japanese economy is gradually transferred to the service field, and civil service reform has come into being in the political sphere. The problems of outstanding educational pathology, teacher's inadequate guiding ability, and reduced trust from the society, etc. Attribute to the major causes and background of teachers evaluation system reform.Chapter Three explores the guiding ideology, philosophy and policy of Japanese public school teacher evaluation system reform. Theory of Motivation in Industrial Psychology, as an exterior motive to stimulate employees, is introduced after 1990s, and has become one of guiding thoughts in terms of early teachers personnel evaluation. PDCA cycle model aims to improve teachers'performance through the four procedures:plan ? do ? check ? Act. Theoretical foundation of the reform is analyzed from the perspectives of national education reform conferences, the outline of civil service system reform, and years of reports from Central Education Consideration Committee.Chapter Four deals with the status of Japanese public school teacher evaluation system. This chapter mainly analyzes the effects and status of the teacher evaluation system after reform. Differences and similarities between the old and new systems are compared first, and then purposes of the new teacher evaluation system, the constitution of the evaluation system, the contents to be evaluated, the evaluation process, the use of evaluation results, the dissatisfaction and declaration system, which focuses on the content of the review, and the teacher evaluation system in Tokyo, Osaka, Fukuoka, Miyazaki.Chapter Five is about reflections and enlightenment of Japanese public school teacher evaluation system reform. This chapter is composed of two sections. One is about the analysis of the evaluation system; the other is about the author's reflections on the evaluation system. The author intends to summarize the constitution of the system, the essence of the system and the practice of the system. After the analysis of the causes, the author puts forward the enlightenment. According to practical situations of Chinese teachers evaluation system reform, the author states her own reflections and recommendations on the evaluation system.