Beyond test scores: exploring the multiple determinants of performance pay for teachers in China

Performance pay for teachers has been heightened on policy agendas worldwide, often determined by student test scores, reflecting the prevalent notion of test-based accountability. Controversies over which aspects of teachers’ work should be rewarded, however, persist within both academic discourse and practical implementation. In 2009, China promulgated a nationwide performance pay policy for teachers, delegating the formulation of specific allocation schemes to individual schools. This study examines whether and why China’s schools have moved beyond test scores to establish performance pay based on multiple criteria. Through interviews with managers and teachers across fourteen primary and secondary schools, we find that these schools have developed multifaceted performance metrics that prioritise workloads above test scores. Furthermore, most schools are also integrating aspects like research and innovation into these frameworks, broadening the scope of appraisal criteria. The transition is facilitated by a confluence of teachers’ shared preference and participation, and government initiatives aimed at dismantling the traditional exam-centric education system influenced by Confucian meritocracy. The tension between the Confucian meritocratic tradition and the pursuit of innovative education system provides a compelling rationale for China’s departure from test-based accountability when devising performance pay. This study underscores the importance of considering national contingencies when formulating such policies and highlights the synergy between government initiatives and teacher attitudes and responses. By shedding light on the distinct performance pay dynamics in a non-Western context, this research enriches the global conversation on education reform, contributing to a nuanced understanding of global policy trends and their localised adaptations.