Teachers Staff Appraisal in China - Research Paper Example

Staff appraisal is an effective means to staff development in education

Introduction

Staff appraisal is a significant aspect of staff development that is adopted in the education sector to improve the quality of teaching and learning. But how effective is it, and how do teachers perceive staff appraisal in relation to staff professional development? Research has shown that teacher appraisal has the potential to enable and facilitate professional development (Guskey, 2000). However, while knowing the practice’s importance, researchers argued that the teachers being appraised are being inclined to view the process of distress and aggression.

It is significant therefore to examine teacher appraisal to determine how it can be best used to facilitate teacher development. Thus, this paper provides a critical analysis of how staff appraisal plays an effective role in staff development. To draw on support of the argument in the Chinese (mainland China) education context, ‘A case study school of teacher appraisal in Shanghai, China: in relation to teacher professional development’ by Zhang & Ng (2011) will be examined.

Literature on the Concept of Staff Appraisal

The concept of staff appraisal in the education profession insists on the accountability of teachers which is created to purposefully achieve the objectives of the educational institution. Accountability, in this regard, is used to mean meeting the pre-established standards and expectations that are associated with the quality (Danielson & McGreal, 2000). In accountability, evaluation is a common concept that helps to measure and assess the performance of a teacher. One of the primary importance of performance evaluation and appraisal that is embedded in the appraisal model is professional development. Professional development, thus, refers to the initiatives and the various training courses that are used to extend the knowledge of a teacher as well as the teaching practice. It is a concept which denotes to what a teacher gains from their formal professional development, and the fact that teachers also gain from their understanding and knowledge in informal ways (Mizell, 2010).

Nolan and Hoover (2008) stress that appraisal has two core purposes, which are professional development (formative purpose) and accountability (summative purpose). Yet, there is much discussion and debate as to whether both can be accomplished inside a single appraisal system. Peterson (2004) contends that accountability and professional development are conflicting and jointly exclusive purposes that give themselves to different appraisal methods and ways. He maintains that this distinction has practical importance because the two functions need separate procedures and persons who perform them. If separated, both of these purposes could be easily accomplished.

Bartlett (2000) states that an appraisal scheme that incorporates both accountability and professional development will undoubtedly produce confusion among teachers. However, Mercer (2005) disagrees and argues that both the formative and summative purposes balance each other and aid to combine efforts for improvement. In Mercer’s argument and view, a single teacher appraisal system, if properly devised, may be able to aid simultaneously as a basis for accountability and a means of improvement for teachers. The argument over appraisals branches from the ways in which they are agreed and applied in practice and the response on this issue may differ in different cultural and organisational contexts.

Background of Teacher Appraisal in China

Until the 1980s, teacher appraisal was scarcely an agenda item in educational policy. However, this changed in 1985 where the seminal Decision on Reform of Educational System highlighted that the significance to teacher appraisal and teacher training should be formally carried out in both primary and secondary schools (Central Committee of CCP, 1985). It was not till 1994 that the Standing Committee of the 8th National People’s Congress laid the legal foundation for teacher appraisal and instructed that teachers must be appraised by their schools based on their political thoughts, capabilities, attitudes, and accomplishments, with decisions about contract renewals, rewards, and punishments, and position duties being centred on the appraisal results (Zhang & Ng, 2011). Tian and Zhang (2004) stress that in China, teacher appraisal has been used mainly for the summative and managerial purpose, and has now been approved by practically every school.

Teacher appraisal has steadily been progressively seen as a way and importance of professional development in China. The Guideline on the Reform of Curriculum in Basic Education (Ministry of Education, 2001) implements the launch of an appraisal system that intends to continuously facilitate teacher development. However, Zhang and Ng (2011) argued that the effects of exerting teacher appraisal for professional development have not been completely accepted. As teachers are under constant pressure to embrace the appraisal systems, it is critical to evaluate the benefits associated with this proposal in educational practice.

The Practice of Teacher Appraisal

In order to examine the effects of teacher appraisal for professional development, teacher appraisal needs to be primarily looked at. The appraisal procedure in the school begins with teacher self-appraisal (Beerens, 2000). Teachers are required to evaluate themselves according to the criteria listed on the appraisal form. The appraisal process takes place during a review period which is relative to the overall rating and specific indicators. The teachers’ ratings are ranked as Grade ‘A’ (Excellent), ‘B’ (Competent), ‘C’ (Passed) or ‘D’ (Failed) (Zhang and Ng, 2011). These ratings are important as they try to communicate the level of the educator’s performance and professional advancement on the basis of the management expectations (Jensen & Reichl, 2011). Subsequently, teachers are appraised within their division by an appraisal panel of three to four department members, who include their subject department head, lesson preparation group head, and other teachers (Zhang & Ng, 2011). The practice of teacher appraisal is a technique of assessing work performance of the teachers.

In theory, the importance of appraisal is the institutional strategy of igniting enthusiasm among its staff members to enhance retention, motivation, and development. Among the most known and prevalent strategies used in staff appraisals are extrinsic incentives, compensation, remuneration, and promotions (Kamener, 2012). The appraisal process starts when the institution establishes performance standards, and then the management communicates to the subordinates the expectations in terms of work performance. This means that the objectives of performing to a certain extent are clearly communicated to the educators thus making them have an aim of work (Jensen & Reichl, 2011). In their pursuit to achieve the aims, the staffs are able to understand the rewards of working towards that aim and continue improving their capabilities and objectivity of work which helps in their professional development.

Based on the outcomes of the appraisal results, teachers are perceived differently. Subsequently, results affect how teachers are tiered and rewarded, and the amount of the bonuses they will receive. Moreover, in being ranked differently, teachers who perform well in specific areas are rewarded different kinds of awards or honours at schools. This not only keeps their motivation levels high but ignites a greater zeal for excellence in all instructional processes. In China, teachers can be promoted to gain a higher-level professional title based on their performance and abilities in the field of teaching (Wang, 2012). This is evidence that appraisal moves one closer to actualisation.

Teacher Appraisal in the Chinese Educational System

In China, the educational system can be perceived as extremely centralised. Schools are coursed under authoritarian governmental control and direction. Teacher appraisal needs to be viewed as a vital part of the Chinese system. Firstly, appraisal policy, principles, and emphases are not determined merely by the school but need to be developed in compliance with appropriate policies at the national, civic and district levels (Zhang & Ng, 2011). As a result, the schools enjoy limited self-rule. Secondly, an appraisal is used for other purposes. By way of example, the choice of teachers to join competitions or get awards is heavily grounded on the appraisal. This means that recommendations for promotion give first priority to those who have received favourable school appraisals. Such are the ones considered as candidates. Zhang and Ng (2011) state that for a teacher to get an ‘outstanding educator’ award, the candidate must have achieved a Grade ‘A’ rank for at least three consecutive years in the school-based appraisal system. This shows how appraisals monitor performance by keeping the spirit of excellence high in every instructor.

Thirdly, teacher appraisal is affected by the socialist ideology. Zhang and Ng (2011) argue that based on this belief, teachers are anticipated to work as part of a mutual group rather than purely as independent individuals. In this perception, teachers are appraised both individually and cooperatively. Group awards are then rewarded and honoured for outstanding collaborated performance at both schools and system levels. This is the idea cushioned by Mizell (2010) who opines that appraisals are avenues for coordinating teamwork where people pull together for a common good of the school. It is noteworthy to mention the school as a social system requires people to develop teamwork. Appraisals, therefore, come in handy to initiate and follow up on this important aspect of professionalism.

How Teacher Appraisal facilitate Professional Development

Teacher appraisal unquestionably motivates, provides directions and offers quality assurance for professional development (Schalock, 1998). The ways in which teacher appraisal leads to professional development is reasoned in this section, with the relevant evidence presented. As Schalock (1998) further adds, perpetual desire to reach higher levels of excellence is triggered by the fact that there is a monitoring tool called appraisal. It is, therefore, necessary to reemphasise the usefulness of this tool in the teaching profession.

The common feature that is highly linked to appraisal results of teachers is a material benefit to the teacher. This form of teacher’s appraisal acts as an extrinsic motivator to the teacher to perform better and work to progressively develop their skills (Stronge, 2006). However, educators are not only motivated by material gains of the appraisal systems but also the honour gained from the appraisal as well as the professional recognition associated with it. For instance, getting a higher professional title is a motivator for the teachers in their various fields (Zarro, 2005). Such an appraisal system creates a career ladder for the teachers to climb in which they get the hierarchy of professional titles that are higher and more valued as they move up the ladder. Stronge (2006) adds that the promise of a handsome reward inspires the spirit of hard work in the teacher who gives their best to attain such heights in the school. An appraisal is, therefore, a great tool for inspiring hard work.

As such, teachers are continuously engaged and motivated to perform better in order to get the professional recognition associated with the positions that are higher up the ladder and as a result continue to invest in their professional development (Zhang & Ng, 2011). These positions are a reflection of the staff promotion that brings recognition and honour to the teacher as well as higher income level. In an endeavour to get a higher professional title, educators make devotions and commitments to develop themselves as promotion motivates professional and career improvement.

Other than staff promotions, administrative promotions are other forms of recognitions. Personnel decision such as position promotion and job assignment are formed based on appraisal results. Position promotions are as a result of the high evaluation and achievement of a teacher in a previous rank, therefore, promotion to a higher position which is considered by the educators to be an honour (Zhang, 2004). On the other hand, poor performance in a certain rank, such as a Grade ‘D’, by a teacher may attract position demotion and may be moved to a non-teaching position such as a librarian or clerk, or even be terminated (Peterson, 2004). Such actions are regarded as degradation in the teaching career. The effectiveness of the performance appraisal tool is therefore evident in maintaining relevance of a teacher in their areas of operation. Surely, everyone needs a tool like this to keep them on the right track.

An acute sense of self-esteem is present in teachers since they are professionals and, as such, they put a lot of care on their standing or position among the staff (Zhang & Ng, 2011). In this regard, appraisals are a form of grounding the respect of a teacher by their colleagues as well as being recognised by the seniors of the school. In the effort to achieve the appraisal associated with these forms of respect and recognition, the teachers try harder to perform better (Zhang, 2004). On the other hand, failure to receive any reward or getting a lower appraisal ranking is perceived as a form of punishment, and the degradation that comes with such punishment is feared by the teacher (Wang, 2012). Teachers are, therefore, under pressure to perform well which helps them to develop their knowledge and skill and as a result develop professionally.

In the case study of teacher appraisal of a junior secondary school in Shanghai, China, studied by Zhang & Ng (2011), a young teacher argued her concern on teacher appraisals. She stressed that if she does not do well as the other teachers in the appraisal or if her students’ average exam score were lower than that of the other teachers’ students, she would feel disgraced about herself. However, she contended that to be able to develop her teaching profession, she would think in which aspects she should improve on to try and catch up with her peers, and as well as improve on her teaching practice. From this notion, the pressure that teacher appraisal makes is regarded as a push force on teachers, which can be argued as pushing them to develop their career continuously.

Furthermore, the rewards and honours to which teacher appraisal is associated can be viewed as a force pulling teachers to improve themselves. Thus, teacher appraisal gives the extrinsic motivations for teachers to develop (Demir, 2011). As illustrated in this case school, it can be argued that teachers perceive the fear of being disgraced or punished, as well as anticipations for income increase, promotion or awards which can push and pull them to progress and attain more in their teaching profession. Closely linked to this is the concept of healthy competition that yields rewarding fruits in terms of learners’ grades.

Teacher Appraisal as Directions and Guidelines

Teacher appraisals function as the drive of communication which advises teachers where their level of profession is at in their job and how well they are doing it (Martin & Scantlebury, 2009). It can offer teachers with directions and guidelines for professional career development and can be recognised through the accessibility of appraisal criteria and feedback for teachers. Put in other words, appraisals provide adequate feedback for remedial measures by teachers who have performed dismally.

In China, teachers always strive to be at their best to teach students in an effective way through well-planned lesson preparations and by conducting teaching research. The criteria for appraisal give the directions and guidelines that teachers should follow and do in their daily lessons. To illustrate this, the criteria for the appraisal of classroom teaching which are specified by the standards that teachers are expected to meet, include teaching methodology, organisation, effectiveness, and language skills and teaching manner (Zhang & Ng, 2011). Therefore, these criteria functions as directions and guidelines for teachers’ development and thus set their priorities on focusing on meeting schools goals. Appraisals are therefore useful in providing a roadmap to success.

Zhang and Ng (2011) contend that it may be hard to distinguish whether the teaching is effective unless there is feedback from the students, and also from teaching professionals who observe and assess the teaching. The data gathered in appraisals and the suggestions given by the observers provide valuable feedback which benefits teachers in recognising their strengths and weaknesses, and therefore facilitate their professional development. Teachers value the feedback obtained from appraisal and largely believe that it is advantageous to their career (Howard & McColskey, 2001).

A general example to illustrate the above argument is the use of student evaluation which communicates on how well the teachers are with their lessons. This can be comprehended and perceived by both teachers and administrators as a beneficial and effective feedback channel for staff development (Danielson, 2010). The feedback gathered from students thus examine the ways in which teachers perform their best in educating students, and any weaknesses reflected in the student evaluation.

Additionally, Zhang and Ng (2011) highlight in their case study research that a senior level school administrator states that student evaluation has the advantage of linking students and teachers together, giving them the opportunity to communicate with one another. Furthermore to their findings, a student may not favour the teacher’s lessons and may not responsively say that to the teacher directly. Likewise, the teacher may not know why the student does not like the lessons and consequently has no idea on how students feel about the lessons. However, through student evaluation, teachers might understand what areas they are weak in and how they can accordingly improve in their future lessons (Danielson, 2010). Thus, the case study shows that teachers would improve their performance in the specific areas they lacked or are weak in. This manner would arguably allow teachers to be more aware of students’ learning needs, as well as the present standing of their knowledge preparation and abilities which should be reflected in the teaching practice.

Apart from teacher’s feedback and guidelines, the data from teacher appraisal is mainly used by school administrators as a reference record in the management of staff professional development. Furthermore, the data is used to inform policies regarding teacher development (Croft, 2012). To highlight an example, Zhang and Ng (2011) found in their case study that the principal of the school found some teachers to lack the required skills and knowledge in the use of IT applications. A series of multi-media software was then bought by the principal, and the teachers were encouraged to use the software applications in the class. Additionally, workshops were organised by the school to help teachers improve their profession. Consequently, it can be argued that the appraisal in this case school study gives feedback that can be used as a reference by teachers to develop their teaching and by administrators to make suitable policies to improve and further develop the teaching quality of the school.

Teacher Appraisal as Quality Assurance for Teacher Development

Zhang and Ng (2011) drew on a vital point in their case study research that teacher appraisal was found to ensure the effectiveness and quality assurance of teacher professional development. It was observed that Ms. Yu, an ordinary teacher of three years teaching experience in the school contends that appraisals place pressure on the teachers. The teachers needed to place a serious importance on lesson planning, lesson observation, and teaching reflections as they are checked and appraised frequently by the school administrators. Ms. Yu stressed that she has made many improvements by doing them if not for the mandatory appraisal checks. If no checks were done, the teachers may remain the same without any improvement or development in their teachings.

In Ms. Yu’s case, lesson planning and observation as well as teaching reflections not only can be used to gather appraisal data but also to direct and guide on teachers’ development. Furthermore, this is usually followed by a post-observation meeting where teachers’ strengths and weaknesses, and teaching areas for improvement are examined (Major, 2014). The feedback offered after the lesson observation gives advice and guidance to the teacher and also encourages observers to reflect on their own teaching abilities and performance.

It was noted by Zhang and Ng (2011) that the teachers reported that post-observation interviews helped them to understand each other’s teaching practices better. This justifies that both observer and observee through lesson observation can learn from one another about teaching beliefs, approaches, methods and skills (Schoenfeld, 2013). Thus, this process provides the opportunity to mutually enhance the quality of their teaching practice and skills, and also support each other’s professional development. This is a process of reinforcing each other’s knowledge through learning from people’s experience.

Conclusion

In conclusion, teacher appraisal can and should be perceived strongly in the education field as it facilitates and stresses on the professional development of teachers. This research has established strong reasons for which the appraisal tool should be embraced. Up until the 1980s, teacher appraisal in China was hardly an agenda in education. However, after the mid-80s, teacher appraisal became progressively seen as a significant manner of teacher professional development. The case study of a junior secondary school in Shanghai, China, studied by Zhang & Ng, which was used in the support of the argument in this paper, examined how teacher appraisal was used and how teachers and administrators have viewed its value in relation to teacher professional development.

The study identified the method by which the teacher appraisal system facilitates professional development. These were seen as how pressure and extrinsic incentives created a push and pull factor for teachers to improve themselves, how the school provided guidelines and directions for teachers to grow in their profession, and also to assure the quality of teacher development. The appraisal system is therefore arguably effective to professional development which assures achievements and guarantees teachers’ success at schools.