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2021年 12月 5日
2021年 12月 5日
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2021年 12月 5日
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摘要
摘要
绩效考核具有系统性特征，考核结果和教师的个人利益息息相关，考核过程涉
及到多个部门，对学校来说，恰当的绩效考核模式能促进学校的发展，现实意义重
大。郑州市 Z中学是郑州地区的高质量民办学校，其发展情况在郑州地区民办学校
中名列前茅，学校的教师队伍建设良好，取得了许多成果。学校充分落实了上级政
策，同时根据自身实际情况，建立了比较完备的绩效考核机制，在组织管理过程中
发挥了很好的激励作用。
本次研究的对象为郑州市 Z中学，研究方法包括：文献研究法、问卷调查法等。
本文首先对研究中涉及到的概念进行了阐述和界定，然后对研究对象的考核内容、
考核标准和各个考核阶段进行了分析，了解了该学校的考核现状，总结了该考核体
系的特征。研究认为，该学校的考核体系比较完善，组织架构健全，具有明确的考
核标准和规范，也有丰富的考核经验。然后对教师的态度和对绩效考核的认知情况
进行了调查分析，研究发现，教师对绩效考核的认知不够全面，且针对教师的绩效
考核大多流于形式，考核的过程也不受重视，教师和学校都不够重视考核结果，结
果应用不够。针对这一系列问题，本次研究从教师观念、学校制度和考核技术三个
方面分析了问题成因，提出了相应的改进方法。一是树立正确的绩效考核理念，着
眼于全面贯彻教育方针，建立区分性考核指标体系，科学制定绩效考核方案；二是
优化学校教师绩效考核程序，建立申诉制度，建立规范有序的考核程序，做好考核
前宣传培训工作，定性与定量、过程与结果相结合，注重参与成员的多元化，将权
力下放给教师；三是提高反馈结果的利用率，注重反馈结果的及时性，提高考核结
果的利用率。
绩效考核在学校管理中发挥着重要作用，本次研究以郑州市 Z中学为研究对象，
对教师的绩效考核进行了研究，提出了对应的改进措施，以期提高该学校的绩效考
核效果，同时为其他学校的绩效考核工作提供一定的理论支撑，为中学教育事业的
发展贡献一份力量。
关键词中学教师；绩效考核；考核管理；考核流程；考核指标
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Abstract
Abstract
The performance appraisal is characterized systematically, the result of which is
closely related with teachers’personal benefit. The appraisal process involves many
departments. To school, the appropriate performance appraisal pattern can promote the
school’s development with great practical significance. Zhengzhou Z middle school is a
private school high quality in Zhengzhou, whose development is in the forefront of
private schools in Zhengzhou, with a fine teaching staff many achievements. The school
has fully implemented the superior policy, at the same time, according to its own actual
situation, established the quite complete performance appraisal mechanism, which has
played the very good incentive function in the organization management process.
This research object is Zhengzhou Z middle school. The research method includes:
the literature research method, the data survey method and so on. This paper first
explains and defines the concepts involved in the study, and then analyzes the contents,
standards and stages of the appraisal of the research object, so as to understand the
current situation of the school’s appraisal, and summarize the characteristics of the
appraisal system. The research holds that the school has a perfect appraisal system, a
sound organizational structure, clear appraisal standards and norms, as well as rich
appraisal experience. Then the paper makes an investigation and analysis on
teachers’attitude
and
cognition
of
performance
appraisal,
and
finds
that
teachers’cognition of performance appraisal is not comprehensive, and most of the
performance appraisal for teachers is only a formality, and the process of performance
appraisal is not valued. Both the teachers and the school do not attach importance to the
results of the appraisal with the result of insufficient application. In view of these
problems, this paper analyzes such causes from three aspects: as teachers’concept, school
system and appraisal technology, and puts forward the corresponding improvement
methods as follows: The first approach is to establish a correct concept of performance
appraisal, with a view to carrying out the educational policy in an all-round way,
establishing a system of differentiated appraisal indicators and scientifically formulating
performance appraisal schemes; the second is to optimize the teachers’ performance
appraisal procedure, establish an appeal system and standardized and orderly appraisal
procedures, prepare for the publicity and training before appraisal, combine qualitative
and quantitative, process and results, pay attention to the diversity of participating
III
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