Research On The Influence Of Performance Appraisal Orientation On University Teachers’ Competency

Performance appraisal is an important tool and means to optimize organizational human resources.The relationship between the different orientations of performance appraisal and the competency of university teachers is a hot topic in the fields of human resource management and organizational science in higher education.This study uses the research results in the fields of higher education management and knowledge management comprehensively to study the role of public colleges and universities as full-time teachers with responsibility for teaching,research,and social services to optimize performance management,promote knowledge sharing among teachers,and enhance teachers’ job competencies.In order to achieve this goal,the orientation of performance appraisal in colleges and universities and the influence mechanism of teacher job competencies were studied.Based on the consolidation and comprehensive analysis of existing research literature and related data,the concept,structure,and relationship between performance appraisal orientation,knowledge sharing and competency are defined,and performance appraisal and development based on assessment orientation are constructed.The performance appraisal of orientation was independent variable,and the general knowledge sharing and key knowledge sharing were the intermediary variables,and the personality,student orientation,teaching level and scientific research ability were the outcome variables “ performance appraisal-knowledge sharing-competency ” model.Through theoretical discussion and empirical analysis,we will further explore the impact mechanism of performance appraisal orientation on teacher competencies.In this study,through independent sample T test and one-way ANOVA,it was found that the competency of teachers with different educational backgrounds and ages in the workplace is significantly different.The professional title,subject type,performance appraisal cycle and other factors have little effect on teachers’ job competencies.This paper uses the structural equation model for data analysis and path testing.The results show that assessment-oriented performance assessment can improve teacher competency through general knowledge sharing,and can also improve teacher competency and evaluation-oriented performance assessment through key knowledge sharing.Development-oriented performance assessment can directlyinspire teachers’ competence.The mediating effects of force,general knowledge sharing and key knowledge sharing are more significant.In terms of the final assessment results,there is no essential difference in the effect of performance appraisal of the two orientations on university teacher competency.Based on the empirical conclusions,this study proposes countermeasures to promote the competency of university teachers.Specifically,the first is to combine the actual situation of colleges and universities to explore and construct a multi-dimensional and hierarchical teacher performance appraisal system;the second is to create a good organizational atmosphere and culture and promote deeper knowledge sharing among university teachers;third is to strengthen democratic participation and encourage Multi-subject participation and multi-rate appraisal and appraisal form;Fourth,strengthen the construction of college teachers’ competency model to be scientific,applicable and suitable.