Performance Evaluation Systems for School Leaders in China: Policies and Practices

Abstract

This study examines China's performance evaluation systems for school leaders, analyzing their effectiveness, implementation challenges, and potential areas for reform. Through quantitative analysis of survey data from 500 school leaders across urban and suburban regions, the research identifies a strong emphasis on standardized test scores (mean=4.6) and policy compliance (mean=4.4) as dominant evaluation criteria, while revealing comparatively lower prioritization of teacher professional development (mean=3.8) and pedagogical innovation (mean=3.2). The findings highlight systemic rigidity in current evaluation frameworks, with modest but consistent urban-suburban variations suggesting limited adaptation to local contexts. The study critically evaluates how this over-reliance on quantifiable metrics may inadvertently constrain educational innovation and leadership autonomy. It proposes concrete recommendations for policy implementation, including the development of more balanced assessment criteria, enhanced stakeholder participation in evaluation processes, and regionally differentiated approaches to account for resource disparities. The paper concludes by outlining key directions for future research, emphasizing the need for longitudinal studies on evaluation impacts, qualitative investigations of leadership experiences, and cross-national comparisons with high-performing education systems. By bridging empirical findings with practical policy suggestions, this study contributes to ongoing discussions about optimizing school leadership evaluation to support educational quality and equity in China's rapidly evolving education landscape.