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- Title
中美中小学教师绩效工资政策比较分析.
- Authors
李海燕; 田 莹
- Abstract
The performance pay policy is the most noticeable hotspot and difficult issue in the current reform of elementary and secondary education in China and the United States. From the perspective of policy process analysis, this paper compares the similarities and differences in the implementation background, scope, resource, path and effectiveness of the performance pay policies for primary and secondary school teachers in China and the United States, and finds that the performance pay policy in the United States has been implemented for more than 30 years in order to promote teachers ’ development and improve students ’ academic performance, the assessment-based implementation plan has been carried out in no more than half schools due to various forms, diversified implementation funding channels, and value-oriented differences between government and teacher groups. In China, the performance pay policy for primary and secondary school teachers has been implemented since 2009. It has been rapidly promoted from top to bottom with the goal of improving teachers ’ salary and rewards for excellent performance, the implementation funds are clear, teachers have higher policy acceptance, but have objections to the scientific nature and fairness of the policy goal and program. The comprehensive benefits of the teacher performance pay policies in both countries have not achieved the expected goal, which requires profound reflection and improvement.
- Publication
Teacher Development Research, 2019, Vol 3, Issue 2, p114
- ISSN
2096-319X
- Publication type
Article
- DOI
10.19618/j.cnki.issn2096-319x.2019.02.016