This research is an historical account of the development of teacher evaluation in Chinese elementary schools. Descriptive by nature, it reviews the historical origins that have shaped the teaching profession and evaluation practice. It also describes the effort made by the government and educators in the reform to improve the elementary school teacher evaluation system in China. The findings of this research focus on the complexity and problems in the teacher evaluation system and painful struggles teachers have experienced. Suggestions are provided in terms of possible improvement of the teacher evaluation system and establishment of national evaluation standards to facilitate real practice in the future.
College and Department
David O. McKay School of Education; Instructional Psychology and Technology
BYU ScholarsArchive Citation
Zeng, Ping, "Teacher Evaluation in Chinese Elementary Schools: An Historical Account" (2005). All Theses and Dissertations. 812.