Teacher Professionalism under the Recent Reform of Performance Pay in Mainland China

Autor/inn/en	Wang, Lijia; Lai, Manhong; Lo, Leslie Nai-Kwai
Titel	Teacher Professionalism under the Recent Reform of Performance Pay in Mainland China
Quelle	In: Prospects: Quarterly Review of Comparative Education, 44 (2014) 3, S.429-443 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-1538
DOI	10.1007/s11125-014-9315-0
Schlagwörter	Professional Identity; Merit Pay; Educational Change; Comparable Worth; Compensation (Remuneration); Salary Wage Differentials; Teacher Salaries; Social Justice; Educational Quality; Teacher Evaluation; Faculty Workload; Professional Autonomy; Teaching (Occupation); Teacher Effectiveness; Educational Policy; Audits (Verification); Educational Practices; Foreign Countries; Accountability; Incentive Grants; Educational Improvement; China + Suchen Sie Ihr Suchwort? Leistungszulage; Bildungsreform; Lohngerechtigkeit; Abfindung; Kompensation; Lohnausgleich; Lehrerbesoldung; Lehrervergütung; Soziale Gerechtigkeit; Quality of education; Bildungsqualität; Teacher appraisal; Lehrerbeurteilung; Berufsfreiheit; Teaching; Lehrberuf; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Politics of education; Bildungspolitik; Bildungspraxis; Ausland; Verantwortung; Finanzieller Anreiz; Teaching improvement; Unterrichtsentwicklung
Abstract	In 2009, a reform in teachers' pay, linking remuneration to performance, was implemented in China. The intention was to improve the quality of education by making teachers more diligent and creative and removing the inequality in pay between teachers in different schools. A review of this reform reveals that it has resolved the problem of inequality between teachers working in different schools but has created a new inequality: between teachers within the same schools. Also, the performance evaluation, based mostly on quantitative data such as student test scores, has led to teachers formalising their work and adopting an approach of "compliant professionalism". Teachers' workloads have increased, and only teachers who perform well on empirical performance indicators are given opportunities for professional development and remuneration. The findings suggest that a focus on teaching and on teachers' autonomy is needed to achieve the goal of improving the quality of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10