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Teacher performance evaluation currently is receiving unprecedented attention from policy makers, scholars, and practitioners worldwide. This study is one of the few studies of teacher perceptions regarding teacher performance measures that focus on China. We employed a quantitative dominant mixed research design to investigate Chinese teachers’ preferences for teacher performance measures and the possible reasons for their preferences. Considering the quantitative results, the surveyed Chinese teachers identified fulfillment of additional roles, collaboration with faculty and staff, and students’ test scores as the most important measures for performance evaluation. Qualitatively, the most important measures that the surveyed teachers reported were the teacher’s morality, workload, and students’ test scores.
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- Chinese middle school teachers’ preferences regarding performance evaluation measures
James H. Stronge
- Springer Netherlands
Educational Assessment, Evaluation and Accountability
International Journal of Policy, Practice and Research
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
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