2+2 Program for Teachers’ Performance Appraisal in China

Shuli Zhao

Abstract


This study examined the impact of the 2+2 Alternative Teacher Performance Appraisal System that has been implemented in Shanxi province in China. A mixed research design was used to evaluate the program. Six high schools and a total of 78 teachers (13 teachers in each school) in Shanxi province were selected. Three of the schools participated in the 2+2 program while another three served as the comparison. The results showed that 2+2 program significantly improved teachers’ professional performance, enhanced teachers’ collaboration, and increased the feedback between the peers.


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English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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