Research On The Implementation Of Performance Salary Policy For Compulsory Education Teachers In District W

China’s compulsory education stage teacher performance pay policy has been implemented for more than ten years,which has a profound impact on stimulating teachers’ enthusiasm for work,improving teachers’ income levels,improving teachers’ salary system,and improving the quality of education.However,there are many new problems and obstacles that need to be solved urgently during the implementation of the policy,which affects the realization of the expected effect of the policy goal.Therefore,the study constructs an analytical framework based on the Smith policy implementation model,and investigates and studies the implementation status of the performance pay policy for compulsory education teachers in W District of Zhejiang Province from the four dimensions of the scientific nature of the policy itself,the execution ability of the executive personnel,the satisfaction of the target group,and the suitability of the implementation environment.The research selects all the teachers in the 7 compulsory education schools in W District of Zhejiang Province as the research objects,conducts questionnaire survey and interview survey,and finally collects 455 valid questionnaires and 29 interview text materials for use.for data analysis.After sorting out the survey data,and using SPSS to conduct descriptive statistical analysis and statistical analysis of differences,the following conclusions are drawn:(1)Nearly 80% of schools have comprehensively assessed the work performance of teachers,but the performance appraisal scheme is more conservative,and the gap between teachers’ incentive performance pay is small.(2)Teachers generally have a certain degree of recognition of the implementation of the four dimensions of the scientific nature of the policy system itself,the execution ability of the executive personnel,the satisfaction of the target group,and the suitability of the implementation environment,but the internal difference is very large,and the number of people with ambiguous attitudes accounts for 30% to 40%,and 10% to 20% of teachers have a negative attitude.(3)From the variable analysis of teachers’ individual background level,teachers’ recognition of performance-based wage policy has significant differences in gender,age,professional title,teaching subjects,and position variables;there is no significant difference in educational background variables.(4)From the variable analysis at the school background level,there are significant differences in teachers’ recognition of performance-based pay policies in school category variables;there is no significant difference in school location variables.(5)From the variable analysis of school implementation level,teachers’ recognition of performance-based wage policy has significant differences in school assessment and performance gap variables.The results of questionnaire data analysis,the text analysis results of interview materials and relevant literature were triangulated,and combined with the theoretical analysis framework of the research,it was found that,there were problems such as lack of scientificity in the policy itself,insufficient execution of executive personnel,low satisfaction of target groups,and weak support of the implementation environment.Through in-depth analysis,it is concluded that the causes of the problem are: there are institutional obstacles to the policy itself,deviations in the implementation process of the policy by the implementers,conflicts of interest between the target groups,and insufficient support from institutional and cultural environmental factors.Based on the investigation and in-depth analysis,the study starts from four dimensions: the scientific nature of the policy itself,the execution ability of the executives,the satisfaction of the target group,and the suitability of the execution environment,and puts forward the following four suggestions: Optimize system design,improve the scientificity of policies;improve the quality of executives to ensure policy implementation;coordinate the interests of target groups and enhance teacher satisfaction;pay attention to institutional and cultural factors to improve the suitability of the policy environment.