Psychological Development and Education ›› 2004, Vol. 20 ›› Issue (1): 38-42.

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Confirmatory Factor Analysis of Colleagues’Evaluations on Teacher Performance

CAI Yong-hong1, LIN Chong-de2   

  1. 1. School of Education, Beijing Normal University, Beijing 100875;
    2. Institute of Development Psychology, Beijing Normal University, Beijing 100875
  • Online:2004-01-15 Published:2004-01-15

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Abstract: The research aimed to explore the construction of colleagues'ratings of teacher performance.They advance a theorist construction of teacher performance thn}ugh literature review,open-ended survey,critical incident interview and theoretical analysis.Then they test the construction of colleague appraisal results by confirmative factor analysis.They find that teacher performance includes six dimensions:professional ethics,job conscientiousness, assisting and cooperation,teaching efficiency,teaching value and teacherstudent interaction.The first three dimensions constitute contextual performance,and the others constitute task performance.Ontextual performance has high relation with task performance.

Key words: teacher performance, colleague evaluation, contextual performance, task performance

[1] Marsh H W, Dunkin M J. Students'evaluations of university teaching: A multidimensional perspective. In: Smart. Journal Higher Education: Handbook of Theory and Research. New York: Agathon, 1992.
[2] 蔡永红,林崇德.绩效评估研究的现状及其反思.北京师范大学学报(社会科学版).2001,(4).119-126
[3] Borman W C, Motowidlo S J. Expanding the criterion domain to include elements of contextual performance. In: Schmitt N, Borman W C. Personnel Selection in Organizations. San Francisco: Jossey-Bass,1993,71-98.
[4] Flanagan J C. The critical incident technique. Psychological Bulletin, 1954, (51),327-358.
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