Research On The Implementation Status Of Developmental Teacher Evaluation In Primary And Middle School

The evaluation of developmental teachers in primary and secondary schools is an important means to motivate the professional development of teachers and the establishment of a learning community.It plays an extremely important role in changing the educational status quo in the face of new orientation,new journey,new mission,and the construction of the teaching staff.To this end,the “should phenomenon” of the evaluation of developmental teachers in primary and secondary schools is described,in order to outline the expected “screen” for the implementation of developmental teacher evaluation for primary and secondary school administrators,so that they have “models” and “references” in their hearts.Promote the construction of teachers and promote the reform of school education in "comparison".On the development status of primary and secondary school teachers to evaluate the implementation of the investigation,to find between "real natural phenomenon" and "Should phenomenon" problem,analyze the reasons,put forward proposals to develop teacher evaluation policy and educational administrative departments at all levels of government to provide a reference basis,to provide strategies and methods for the implementation of the national primary and secondary school teacher evaluation policy.The research self-edited "Preliminary Questionnaire on the Implementation Status of Developmental Teacher Evaluation in Primary and Secondary Schools" mainly includes "Teacher Feeling Scale" and "Implementation Status Survey Scale",and 860 primary and secondary school teachers are selected for questionnaire survey.Self-edited "Interview Outline of the Implementation Status of Developmental Teacher Evaluation in Primary and Secondary Schools",and 9 primary and secondary school teachers were selected to conduct interviews.The results are as follows:(1)The Implementation Status Survey Scale consists of five dimensions: target location,multi-subject,standard setting,method adaptation and results.The questionnaire has good structural validity and internal consistency reliability.It is a single-dimensional scale with good structural validity and internal consistency reliability.(2)In the status quo of the implementation evaluation of primary and secondary school teachers,the recognition of the four factors of target orientation,multi-subject,method adaptation and result use is above the middle level,and the recognition of the standard setting factors is at medium level.(3)The teacher's feelings caused by the implementation status of developmental teacher evaluation in primary and secondary schools are at a medium-to-high level.(4)The primary and secondary school teachers have a moderate correlation with the target orientation,standard setting,multi-subject and method adaptation factors of the development evaluation and the teacher's sensory factors.Results use factors and teacher perception have a low correlation.After multiple linear regression analysis,the target location,standard setting and multi-subject factors had statistically significant effects on teacher's sensory factors,while the method adaptation and results were not statistically significant.(5)Qualitative analysis and conclusions show that the development of teacher evaluation has played a positive role in promoting the professional development of primary and secondary school teachers,promoting teacher management reform and implementing the core literacy training of students,but there are also some shortcomings.In-depth exploration,we found that the reason for the failure of the developmental teacher evaluation to achieve the expected results is the lack of manpower,material resources,financial resources and technology required for the evaluation of primary and secondary schools,especially the lack of multidimensional-stratified standard formulation,statistical analysis of evaluation data,and recommendations for all teachers.talent and technology and other aspects of report generation.The research suggests that primary and secondary schools explore the optimal implementation mode of developmental teacher evaluation in establishing a correct developmental teacher evaluation concept,creating a good development teacher evaluation implementation environment,clarifying the scientific development teacher evaluation objectives,constructing a reasonable developmental teacher evaluation standard,and rationalizing the development teacher evaluation subject.