The Current Situation of Primary School Teacher ’ s Evaluation in China-take the Several Schools in Nantong City as Example Zhiquan

Education is a social activity in cultivating talent, the quality of talent education is decided not only by education aim, but also affected by the way of cultivating and evaluating talent. As the direct executor, teacher’s quality and ability effect the quality of talent. In order to ensure teacher’s quality, we need to build a system of teacher’s evaluation on basis of the investigation of the evaluation on teacher in many primary schools in China. So in this article, we carry on a investigation with the method of interview, questionnaire about how school evaluate teacher, how teacher evaluate themselves, how teacher evaluate student and how student evaluate teacher. From the result, we can see that the evaluation on teacher from the perspectives of principal, teacher and student are concord. They all think scientific teacher evaluation will have positive effect not only on teacher but also on student. But there are also some problems. Then according to the result of the investigation. Some suggestions were given on how to improve the evaluation on teacher in school.


Introduction 1.
Teacher evaluation has been the focus of educators' attention in recent years, while primary school teacher's evaluation becomes the priority.Nantong is one of renowned cities for education.It has been a leader in the field of basic education in Jiangsu.It has large number of teachers with high quality especially in basic education.However, there has been no systematic study on teachers' evaluation of the status in primary schools in Nantong area.Therefore, no one can provide reasonable solutions to problems which have been existed in teacher evaluation.In order to change this situation, in this article, we analyze on the current situation of teacher evaluation from the three dimensions of school, teachers and students.In order to understand the status of primary school teachers' evaluation in Nantong, we select 373 students and 142 teachers in three schools.The exact number is list 1-1 and 1-2.

Measure
In order to know evaluation on teacher in primary school, we carry on research from the perspective of principal, teacher, and student.On the research of principal's perspective, we use the method of interview.On the research of teacher's and student's perspective, we use method of investigation and statistic.

School level
This study conducted interviews with five primary school principals in Nantong city.Among them, two principals were male and three principals were female.One principal's qualification is college, four principals are undergraduate.Five principals are the title of senior primary school teachers, and their teaching experience are more than 15 years.

Teacher level
The object of this study is primary school teacher in Nantong city, Taking into account the different levels of school teacher evaluation will be different, Therefore, three different types of schools were selected, they are eight-one primary school (urban and rural primary school), Lu Hongzha primary school (rural primary school), Development Zone Experimental Primary School (urban primary school).Teacher evaluation questionnaire design a total of 18 questions from the three dimensions of teachers' view on the school's evaluation, on students and teachers' self evaluation, including single-choice questions, multiple-choice questions and one open question.

Student level
This study respectively selects a class from third, fourth, fifth grade of Eight-One, Lu HongZha, The Development Zone Experimental Primary School.Student evaluation questionnaire was designed with 20 questions from two dimensions: self evaluation and evaluation of teachers, including the single, multiple-choice and open-ended questions.ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences Use Spss20.0 software to analyze the data, using interviewing method and questionnaire to get information.

Research Outcome 2.
2.1 Evaluation on teachers from schools 2.1.1The situation of evaluation on teacher from school 'Does your school have a systemically evaluation on teachers?'Onthis issue, the five principals interviewed described the status of their school.
"Our school has a relatively complete system of teacher evaluation, mainly has been implemented in < performance evaluation and implementation plan >, specifically manifested in the following aspects: 1. Ethics; 2. Safety management; 3. Attendance; 4. Workload; 5.The teaching quality; 6. Teaching and research achievements; 7. Teacher professional development; 8. Excellent talent evaluation; 9. Good team; 10.Special contribution allowance; 11.Life-long Teaching Award." --Interview records of principal Zhang "The system of the evaluation of teachers in our school, specific performance in: ethics, education and teaching ability, dedication and work performance" --Interview records of principal Zhu "Our school has a system of teacher evaluation system.The specific performance in the identification of outstanding teachers, the public opinion of the teacher group and the way of performance " --Interview records of principal Cai "Our school has a system of teacher evaluation.Specific performance in professional ethics, the work of a teacher in charge of a class, teaching attitude, the workload of security duty, the activities of the organization, teaching and research achievements, individual and team collaboration." --Interview records of principal Luo "Our school has teacher evaluation system.Specific performance in: 1. Professional ethics: dedication, lawabiding, teacher; 2. Knowledge: Master teaches discipline knowledge, combined with teaching practice; 3. Teaching ability: well-organized teaching, excellent management capabilities.Cultural literacy: lifelong learning, knowledge and extensive influence on students; 5.In the ability of working: has the team spirit and good coordination of all aspects of the relationship." --Interview records of principal Wang Throughout the interview to principals, all schools have a teacher evaluation program of their own, although there are differences in details, but mainly focus on Teachers' morality, professional ability, work performance, achievements in scientific research and the quality of personal ability aspects.

The significance of school teacher evaluation
All the principals have talked about the most direct and close relationship between teacher evaluation and teacher development, and it also affects the sustainable and healthy development of the whole school.Among them, Zhu and Luoalso mentioned that teacher evaluation not only has a direct impact on teachers, but also affects the development of students.
"Teacher evaluation is the starting point of the school management; is the goal and direction of teacher education and teaching; but also enhance the grade of school culture, social image." --Interview records of principal Zhang "Teacher evaluation can promote the overall optimization of the teacher's own quality and the overall optimization of the teacher's function, forging an excellent teacher team, and also affect the development of the school " --Interview records of principal Zhu "Teacher evaluation has a positive impact on the healthy development of students' physical and mental health.It plays a positive role in promoting the sustainable development of teachers, and has a far-reaching impact on the sustainable development of the school." --Interview records of principal Cai "Teacher evaluation can help teachers find a sense of identity, to promote the professional development of all teachers, and promote the development of the school." --Interview records of principal Luo "Teacher evaluation affects a school teacher quality, school spirit and style; determines the process and the height of the development of teachers; decided on cultivating what kind of people and in which way to develop a person." --Interview records of principal Wang

Attitudes towards teachers' self assessment
All the principals have talked about the most direct and close relationship between teacher evaluation and teacher development, and it also affects the sustainable and healthy development of the whole school.Among them, Zhu and Luo, the principals also mentioned that teacher evaluation not only has a direct impact on teachers, but also affects the development of students.

Views on the influence of teachers' self evaluation on Students
Although all principals have different views, but they all show a meaning, that isteachers' self evaluation will has a great influence on Teachers' evaluation to students and the development of the students.And in the interview process, the author from the look on the faces of the principals, attitude feel their attention to this problem.
Teacher's self -assessment will fundamentally change his personal education teaching concept, improve his daily teaching behavior, thus more objective and scientific evaluation of students, promote students to better, more comprehensive development " --Interview records of principal Zhang "Teachers' self evaluation and teacher evaluation on student development was positively correlated.Teachers selfevaluation is closely related to scientific view of education, students view,and it has a long-term impact on the healthy growth of students body and mind." --Interview records of principal Zhu "Teachers' self evaluation will play a direct role of teachers on students' evaluation and development of the students.Because education work is the spirit and soul of the cultivation, teachers' psychological health, spiritual realm will directly reflected in education." --Interview records of principal Cai "Teacher" s self -Assessment determines the direction of the development of students.In other words, if the content of self -Evaluation of teachers, the concept can not stand in a higher field of vision, the training of students can only be mediocre " --Interview records of principal Luo "Teachers who can correctly evaluate themselves will guide students to self evaluation, and have a positive impact on the development of students" --Interview records of principal Wang  As shown in table 2-1, a total of 142 people, per person can choose two options.The total number of selections of the less than or equal to 284 (2 x 142); table 2-2 shows the times and is 240 times.Therefore the statistical validity.

Teachers' evaluation of themselves 2.2.1 The importance of teachers' self evaluation
After the cross table chi square tests (table 2-2), the sum of the expected value is greater than 40, the expected count less than 5 is greater than 1, and thus the use of Pearson chi square test, and the sig value of 0.93 is greater than 0.05.Therefore, there is no significant difference between the importance of teachers' self-evaluation and the school.This shows that the vast majority of teachers are aware of the importance of teacher self-evaluation, psychologically identified teacher self-evaluation.And most of the teachers aware that self-evaluation has extremely important significance on enhancing teacher's self-awareness and true respect for teachers.However, there are few teachers who is not aware of the importance of self assessment.As shown in Table 2-3, a total of 142 people, each of 12 options up to choose two.The total number of selections of the less than or equal to 284 (2 x 142); table 2-4 shows the times and is 246.Therefore the statistical validity.

The purpose of teacher self evaluation
After the cross table chi square test (table 2-4), the sum of the expected value is greater than 40, the expected count less than 5 but is greater than 1, and thus the use of Pearson chi square test, where the sig value of 0.51 is greater than 0.05.Therefore, there is no significant difference between the purpose of teachers' self evaluation and the school.From the point of view of the results of the survey, teachers think the main purpose of teacher self-evaluation is still to find problems of teaching, improve the quality of teaching.As the purpose of the assessment on development, the majority of teachers has also enough attention to promote their own professional development, which is the new requirements proposed in new curriculum reform on teachers' self rating.It is worth mentioning that the attitude of teachers on teachers' self evaluation can promote students to better development is different in different schools, primary school teachers has not yet paid enough attention on the concept of collaborative development.As shown in table 2-5, a total of 142 people, per person can choose three options.The total number of selections of the less than or equal to 426 (3 x 142); table 2-6 shows the times and is 302.Therefore the statistical validity.After cross table chi square test (table 2-6), the expected value of frequency is the sum total of more than 40 expected count is greater than 5, thus the use of the Pearson chi square test.The sig value 0.208 greater than 0.05.Therefore, there is no significant difference between the methods of teachers' self-evaluation and the school.

Methods of teacher self evaluation
Teachers' favorite self evaluation method is Reflexive method and Value added evaluation method.Comparative method is an important channel for teachers to obtain Self perception and evaluation.Teachers can find their own shortcomings and make up the defects quickly by making comparison with colleagues.ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences  As shown in table 2-7, a total of 142 people, per person can choose three options.The total number of selections of the less than or equal to 426 (3 x 142); table 2-8 shows the times and is 358 times.Therefore the statistical validity.After cross table chi square test (table 2-8), the expected value of frequency is the sum total of more than 40 expected count is greater than 5, thus the use of the Pearson chi square test.The sig value 0.776 greater than 0.05.Therefore, there is no significant difference between teachers' self evaluation and school.
Teachers do not want to only use the teaching results to measure themselves, evaluate themselves, but prefer to the virtue, ability, enthusiasm for teaching, students' care, education ideals and beliefs as the basis for self evaluation.As shown in table 2-9, a total of 142 people, per person can choose two options.The total number of selections of the less than or equal to 284 (2 x 142); table 2-10 shows the times and is 242 times.Therefore the statistical validity.After cross table chi square test (table 2-10), the expected value of total frequency of greater than 40, expected count less than 1, so the use of Fisher's exact test.The sig value 0.685 greater than 0.05.Therefore, there is no significant difference between the influence of teachers' self evaluation on students' development and the school.

The influence of teachers' self evaluation on students' development
Thus it can be seen that the vast majority of teachers can discover the problems in developing students through their own feelings, and further solve the problems existing in the development of students and promote the development of students;and more than half of the teachers think that teachers' self evaluation has a close contact with students' self evaluation, so that both teachers and students can realize that collaborative development, mutual benefit.Of course, there are very few teachers' sensitivity is not strong,they think self-assessment can not influence on students development.Or even individual teachers' consciousness is weak.They have never been so concerned about this problem.After the cross table chi square test (table 2-12), the sum of the expected value is greater than 40, the expected count less than 5 is greater than 1, and thus the use of Pearson chi square test, where the sig value of 0 is less than 0.05.Therefore, there is a significant difference between teachers' attitude toward the evaluation of students on Teachers' evaluation and the school.

Teachers' attitude toward the evaluation of students in Teachers' evaluation
More than 80% of the teachers are in favor of the student evaluation as an important part in teacher evaluation, which indicates that the teachers are still very concerned about the students' opinions on them.Of course, there are the remaining less than 20% of the teachers of this problem hold negative attitude.These teacher may be consider that the students is lack of subjective emotion, knowledge due to age.As shown in table 2-13, a total of 373 people, per person can choose two options.The total number of selections of the less than or equal to 746 (2x 373); table 2-14 shows times and is 637.Therefore the statistical validity.After cross table chi square test (table 2-14), the expected value of frequency is the sum total of more than 40 expected count is greater than 5, thus the use of the Pearson chi square test.The sig value 0.05 equals 0.05.There are significant differences between students like the type of teaching and the school.ISSN 2039-9340 (print) Mediterranean Journal of Social Sciences MCSER Publishing, Rome-Italy Vol 7 No 3 May 2016 388 ladder and teacher portfolio (T.Husen, T. n.Bosiersi waite editor, Zhang Lili.2011).Thus we can carry out reasonable and scientific evaluation on teachers.4. For the understanding of the connotation of teacher's evaluation, there are differences and common understanding between teachers and students in school.Therefore, it is necessary to give full attention on the positive role of inter subjectivity in order to promote mutual understanding.Inter subjectivity is a kind of negotiation and dialogue activity, which is taken as the main method in the thought and behavior Zhiquan Zhang, Chenyun Cai 2014).Thus, school understands the teachers' understanding on evaluation, students understand the teachers' understanding on evaluation, teachers understand students' expectations for excellent teachers, teachers understand the expectations of the school for excellent teachers.Schools, teachers and students are consistent with the vision of excellent teachers.Therefore, teachers should pay more attention to the requirements of students for teachers and listen to the voice of the students; Schools need to know more about teachers and pay more attention to the teacher's self evaluation and teacher's need.

Table 2 .1. The
importance of teacher self evaluation (N=142)

Table 2
7%) have expected count less than 5.The minimum expected count is 2.63.b.Based on 10000 sampled tables with starting seed 605580418.c.The standardized statistic is.364.

Table 2 -
5. Methods of teacher self evaluation

Table 2 -
7. Content of teachers' self-assessmentWhich aspects should be included in the content of teachers' self evaluation?

Table 2
0%) have expected count less than 5.The minimum expected count is 5.90.b.Based on 10000 sampled tables with starting seed 1615198575.c.The standardized statistic is -1.083.

Table 2 - 9 .
The influence of teachers' self evaluation on students' development

Table 2 -
11. Teachers' attitude toward the evaluation of students in Teachers' evaluation

Table 2 -
13. Students like the type of teaching

Table 2 -
14. Chi-Square Tests 0%) have expected count less than 5.The minimum expected count is 9.05.b.Based on 10000 sampled tables with starting seed 1634676757.c.The standardized statistic is -1.223.