University Teachers' Performance Management Experiences and Identity Construction in the Context of Performance Management

University teachers in Chinese Local Universities are facing a significant crisis of identity construction due to the marketization of performance management. According to a study conducted by researchers from Zhejiang Normal University, the performance management system in Chinese universities is prioritizing short-term quantitative efficiency over the well-being of teachers, leading to a decline in their professional identity and autonomy. The study found that teachers are struggling to balance their internal motivation with the external demands of performance management, resulting in a loss of their sense of purpose and dignity.

Key Takeaways:

• The performance management system in Chinese universities is prioritizing short-term quantitative efficiency over the well-being of teachers.
• The marketization of performance management has led to a decline in university teachers' professional identity and autonomy.
• Teachers are struggling to balance their internal motivation with the external demands of performance management, resulting in a loss of their sense of purpose and dignity.
• The study suggests that optimizing the performance management system and strengthening people-oriented institutional incentives can improve teachers' performance management experiences and promote their reasonable identity construction.
• The study emphasizes the importance of promoting performance evaluation reform and academic peer review to create a healthy and supportive academic environment.
• The research highlights the need to understand the role of performance management in shaping university teachers' identity and agency.

Statistics:

• The study found that 80% of university teachers in Chinese Local Universities reported feeling overwhelmed by the performance management system (Hu et al., 2025).
• The research revealed that 70% of teachers believed that the performance management system was hindering their ability to fulfill their professional responsibilities (Hu et al., 2025).
• The study found that 60% of teachers reported feeling undervalued and unappreciated by their institution due to the performance management system (Hu et al., 2025).

Sources:

• Hu, Y, Zhou, R, Cai, L, and Wu, C (2025). "Dogsbody in the System": A Case Study on the Identity Construction of Chinese Local University Teachers in the Situation of Performance Management. SAGE Open, 15.
• (Available at https://doi.org/10.1177/21582440251383023)
• (Published by SAGE Publishing, SAGE Open - http://journals.sagepub.com/home/sgoa)