The Teachers’ Performance Appraisal Satisfaction Of Rural Middle School In Huadu Guangzhou

Rural middle school education has been the important tasks of continuing, comprehensive development of our country’s education career. Overall quality and the ability to work in rural school teachers largely determines the level of rural secondary education. Over the years, however, the lack of secondary school teachers in rural areas, educational philosophy and ability behind the treatment of teachers as well as the low prevalence of burnout and a growing loss of teachers has become the educational development of rural secondary schools facing large problems. The scientific and reasonable performance evaluation is a prerequisite for the ability to assess teacher performance pay and other aspects of performance appraisal satisfaction will directly affect teachers’ work efficiency and job satisfaction, and even directly affect teacher turnover intention and behavior. Therefore this article from the performance appraisal satisfaction research perspective, through the investigation of rural teachers’ performance appraisal satisfaction, aimed at the existing problems, and puts forward Suggestions.This paper investigates about 1000 teachers in rural schools through questionnaire in the Guangzhou Huadu district. What’s more, the author interviews teathers and uses SPSS statistical software to analysis. Finally, this paper find that the factors affecting rural school teachers into the performance appraisal satisfaction with the level of participation reasonably comprehensive performance evaluation of content, the fairness of the assessment process, the accuracy of the assessment results, assessment feedback applications, as well as objective and fair assessment of competence of teachers six dimensions. The empirical results show that the performance appraisal of rural school teachers overall satisfaction is lower than in the equivalent level of satisfaction among the various factors also vary, including higher satisfaction assessment content, while the lowest satisfaction assessment feedback. Demographic variables also have different degrees of impact on performance appraisal satisfaction. Therefore, this paper concludes with recommendations to improve the rural middle school teacher performance appraisal satisfaction from multiple angles of society, schools and the teachers.