Research On Teacher Performance Compensation Management In Tianjin M Middle School

Education is a fundamental task crucial for generations to come,while the necessary basis of education lies in the teacher with junior high school teaching playing a significant role in China's nine-year compulsory education system.However,as the socialist market economy progresses,the teaching profession's earnings are increasing at a much lower rate than other professions,while the social status of the teaching community is dropping year by year.Fortunately,with the implementation of the guidelines of pay-for-performance at the national level in2009,the above-mentioned issues have been addressed to a large extent.The guidelines have been playing an irreplaceable role in guaranteeing the welfare of the junior high school teachers,establishing the value orientation of “more pay for more work”,and raising the teaching motivation of the junior high school teacher community.However,any system introduced has certain flaws.A review of the literature reveals that pay-for-performance has also been associated with certain downsides after some time in implementation.This thesis presents an objective evaluation of the summarization of the status quo of domestic and international research by extensively collecting relevant data and applying literature analysis methods.Also,by integrating practical tasks and case studies,it defines and summarizes the core concepts of teacher pay-for-performance management by introducing the relevant theories of teacher pay-for-performance management,and derives the contents of the main research in this paper.The paper takes M Middle School of Tianjin Binhai New Area as the research object by resorting to data analysis and summarization with questionnaires and interviews as well as examining the problems in pay-for-performance management in M Middle School by combining expectancy theory and equity theory.Generally speaking,there are six problems in the pay-for-performance management in M Middle School,which are the low level of overall satisfaction,lack of transparency,weak appraisal indexes,poor incentive guidance,limited performance rewards for classroom teachers,and insufficient participation of front-line teachers.This paper analyzes the causes of the problems and summarizes them into five aspects: insufficient publicity,inadequate design of indicators,the ideology of egalitarianism,imbalance of rights and obligations among front-line teachers,and lack of effective supervision.In this regard,I have proposed three suggestions for improvement: first,to practically raise the level of concern and increase the publicity of pay-for-performance;second,to keep optimizing the design of performance appraisal based on the realities of the school;third,to intensify the supervision of performance appraisal to ensure fair and just pay allocation.Meanwhile,I have also optimized the original performance pay allocation plan following the principle of adaptation to reality.First,I re-approved performance positions,session hours,and position allowances;second,I re-optimized the attendance management system and expanded the appraisal bonus items;third,I included student assessment links to ensure multiple evaluation subjects;fourth,I improved the performance appraisal awards to show humanistic care,and fifth,I refined the implementation procedures for performance appraisal to encourage teacher representatives to play exemplary roles.