摘要
百年大计，在于教育，教育根本，在于教师，初中教学阶段在九年义务教育
当中起到了至关重要的作用。随着社会主义市场经济的不断发展，教师欧亿·体育（中国）有限公司收入
增加的幅度远远低于其他欧亿·体育（中国）有限公司，教师群体的社会地位也在逐年下滑。而伴随着
2009年国家层面实施绩效薪酬指导意见的出台，这一问题得到极大解决，意见的
出台对于保障初中教师群体的福利待遇，形成多劳多得的价值导向，提升初中教
师群体的教学积极性都发挥了不可替代的作用。但是任何制度的出台都具有一定
的缺陷，通过文献欧亿·体育（中国）有限公司的查阅发现，绩效薪酬在实施一段时间之后也出现了一些
负面问题。
本文通过广泛收集相关欧亿·体育（中国）有限公司，运用文献分析法，对国内外研究现状进行了归
纳总结，并进行了客观的评价；同时结合实际工作和案例分析法，通过引入教师
绩效薪酬管理的相关理论，对教师绩效薪酬管理核心概念进行界定和归纳，得出
论文研究主要内容。本文以天津市滨海新区M中学作为研究对象，通过问卷调查
法和访谈法，进行数据分析和归纳汇总并结合公平理论、期望理论，对M中学在
绩效薪酬管理当中存在的问题进行了研究。从总体来说M中学在绩效薪酬管理当
中存在六个方面的问题，分别体现为整体满意度较低、透明度不够、考核指标不
够合理、激励导向作用弱化、班主任绩效奖励偏少和一线教师参与性不够。笔者
分析了问题存在的原因，归纳为宣传力度不够、指标设计不够合理、存在平均主
义思想、一线教师权责不对等和缺乏有效监督等五个方面。
对此，笔者提出了三项改进建议，一是切实提高重视程度，加大对绩效薪酬
的宣传力度；二是立足学校客观实际，不断优化绩效考评设计；三是强化绩效考
评监督，确保绩效分配公平公正。同时依照贴合实际的原则，着重对原有绩效薪
酬分配方案进行了优化，一是重新核定绩效岗位、课时和岗位津贴，二是重新优
化考勤管理制度，增加考核加分项目；三是增加学生评定环节，保证评价主体多
元；四是优化考评绩效奖的发放，彰显人文关怀；五是优化绩效考评实施程序，
确保教师代表发挥作用。
关键词：绩效；教师绩效考核；教师绩效薪酬；绩效薪酬管理
I

Abstract
Education is a fundamental task crucial for generations to come， while the
necessary basis of education lies in the teacher with junior high school teaching
playing a significant role in China’s nine-year compulsory education system.
However， as the socialist market economy progresses， the teaching profession's
earnings are increasing at a much lower rate than other professions，while the social
status of the teaching community is dropping year by year. Fortunately，with the
implementation of the guidelines of pay-for-performance at the national level in
2009， the above-mentioned issues have been addressed to a large extent. The
guidelines have been playing an irreplaceable role in guaranteeing the welfare of the
junior high school teachers，establishing the value orientation of “more pay for more
work”， and raising the teaching motivation of the junior high school teacher
community. However， any system introduced has certain flaws. A review of the
literature reveals that pay-for-performance has also been associated with certain
downsides after some time in implementation.
This thesis presents an objective evaluation of the summarization of the status
quo of domestic and international research by extensively collecting relevant data and
applying literature analysis methods. Also，by integrating practical tasks and case
studies，it defines and summarizes the core concepts of teacher pay-for-performance
management by introducing the relevant theories of teacher pay-for-performance
management，and derives the contents of the main research in this paper. The paper
takes M Middle School of Tianjin Binhai New Area as the research object by
resorting to data analysis and summarization with questionnaires and interviews as
well as examining the problems in pay-for-performance management in M Middle
School by combining expectancy theory and equity theory. Generally speaking，there
are six problems in the pay-for-performance management in M Middle School，
which are the low level of overall satisfaction，lack of transparency，weak appraisal
indexes， poor incentive guidance， limited performance rewards for classroom
teachers，and insufficient participation of front-line teachers. This paper analyzes the
causes of the problems and summarizes them into five aspects: insufficient publicity，
inadequate design of indicators，the ideology of egalitarianism，imbalance of rights
and obligations among front-line teachers，and lack of effective supervision.
II

In this regard，I have proposed three suggestions for improvement: first，to
practically raise the level of concern and increase the publicity of
pay-for-performance；second，to keep optimizing the design of performance appraisal
based on the realities of the school；third，to intensify the supervision of performance
appraisal to ensure fair and just pay allocation. Meanwhile，I have also optimized the
original performance pay allocation plan following the principle of adaptation to
reality. First，I re-approved performance positions，session hours，and position
allowances；second，I re-optimized the attendance management system and expanded
the appraisal bonus items；third，I included student assessment links to ensure multiple
evaluation subjects；fourth，I improved the performance appraisal awards to show
humanistic care，and fifth，I refined the implementation procedures for performance
appraisal to encourage teacher representatives to play exemplary roles.
Keywords: Performance; Teacher Performance Appraisal; Teacher Performance
Pay; Pay-for-performance Management
III
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