Analysis Of The Status Quo Of Teacher Performance Management Of Private Middle Schools In The Yangtze River Delta And Its Countermeasures

The development of non-government education in Yangzi river delta(YRD)area is advanced in China due to the active atmosphere of the private economy.Teachers' Performance Management of the private high schools in this area is mostly based on Key Performance Indicator(KPI)management system.Combined with the business management experience,and the experience of public high school management,private high schools are still facing problems with teachers' performance management after years of development.This article sought and analyzed the status quo of teachers' performance management of the private high schools in YRD area with the position of teachers in private high schools.This article visited 17 high schools in YRD area,and selected 3 typical schools for examples,including Zhejiang A High School.After analyzing the feedback data of the questionnaire,an interview to teachers and school managers in made to confirm the feedback data of the questionnaire and to seek more detailed information on this research.This research found the KPIs too complicated,and some unnecessary indicators exists in teachers' performance management system of private high schools in YRD area,which makes teachers unsatisfied.What's more,the maturity of teachers is not considered in this KPI system,which leads disaffection of the experienced teachers.Therefore,after understanding the circulation of KPI system for teachers in private high schools,with the help of hierarchy theory of needs,Tow-factor theory,and the situational leadership theory,the following countermeasures are proposed:1.To define the strategic development goals and education & teaching tasks.2.The deconstruction of the KPI should not be too detailed.3.A reasonable setting of functional department and quarters.4.The “unnecessary” indicators on students' admission should get the teachers' recognition.5.The “unnecessary” indicators on school affairs selectively canceled.6.To direct different leadership styles to accommodate different maturities of teachers.