新西兰教师绩效管理政策的柔性特点  

Flexible Accountability in Teacher Performance Management Policy in New Zealand

作　　者：牛慧丹 NIU Huidan

机构地区：[1]新西兰梅西大学教育学院,北帕默斯顿4410 [2]新西兰环态平洋学院,北帕默斯顿4410

出　　处：《高教发展与评估》2024年第3期69-76,118,I0005,I0006,共11页Higher Education Development and Evaluation

摘　　要：新西兰的教师绩效管理制度形成了一种相对柔性的问责制,强调学校在制定和实施教师绩效管理方面的高度灵活性。由于多方权力的博弈,新西兰的教师专业标准具有高度的弹性,并未引入教师绩效工资制度。相对于强调精确评估和高利害问责的教师问责机制,新西兰的教师绩效管理制度在实质性责任追究方面存在很大限制。这种相对柔性的问责制度反映了新西兰教育领域对引入教师问责制度的谨慎态度。中国在借鉴西方国家教师政策的经验时,需要考虑多方权力博弈对教师问责制和专业性的影响,尊重教师的专业自主权。在教育制度层面,应努力创造信任和支持的文化环境,拓展教师的专业自主空间,避免行政干预对教师的限制。New Zealand’s teacher performance management system has resulted in a relatively flexible accountability system that emphasizes a high degree of flexibility for schools in developing and implementing teacher performance management.As a result of the multi-party power play,New Zealand’s professional standards for teachers are highly flexible and have not been introduced into the teacher performance pay system.Compared with teacher accountability mechanisms that emphasize accurate assessment and high stakes account ability,the teacher performance management system in New Zealand has significant limitations in substantive accountability.This relatively flexible accountability system also reflects the cautious attitude of the New Zea land education sector towards the introduction of a teacher accountability system.In drawing on the experience of teacher policies in western countries,China needs to consider the impact of multi-party power games on teacher accountability and professionalism and to respect the professional autonomy of teachers.At the level of the education system,efforts should be made to create a trusting and supportive cultural environment,to expand the space for teachers’professional autonomy,and to avoid the restrictions imposed on teachers by administra tive intervention.

关 键 词：新西兰教育 教师政策 教师问责制 绩效管理 教育文化 

分 类 号：G645[文化科学—高等教育学]