Abstract
Literature has confirmed that teacher appraisal can and should facilitate the professional development of teachers. In the past, teacher appraisal in China has been conducted mainly for administrative purposes; nowadays, it is increasingly being viewed as a means of teacher professional development. However, the way in which teacher appraisal affects teacher professional development has not been fully recognized. This case study, of a junior secondary school in Shanghai, China, explores how teacher appraisal has been carried out and how teachers and administrators have perceived it in relation to teacher professional development. The research findings identify the mechanism by which the teacher appraisal system in question facilitates professional development. The system creates pressure and extrinsic incentives that ‘push and pull’ teachers to improve, and supports their growth through guidance and directions. In addition, environmental factors such as school culture contribute to the positive impacts that teacher appraisal has on professional development.
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The authors acknowledge the financial support of Sik Sik Yuen Education Research Fund, the University of Hong Kong.
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Zhang, X.F., Ng, H.M. A case study of teacher appraisal in Shanghai, China: in relation to teacher professional development. Asia Pacific Educ. Rev. 12, 569–580 (2011). https://doi.org/10.1007/s12564-011-9159-8
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DOI: https://doi.org/10.1007/s12564-011-9159-8