The purposes of this research were 1) to study the performance of teachers in the Affiliated Foreign Language Middle School of Xinzhou Teachers University. The performance of the teachers in the Affiliated Foreign Language High School of Xinzhou Teachers University was of a high level. 43 Table 3: Arithmetic mean (x̄) and standard deviation (SD) of teachers' performance in Affiliated Foreign Language Middle School of Xinzhou Teachers University and information in the following tables: in total.
50 Table 9: Statistical difference between gender and teacher performance in Xinzhou Teachers University Foreign Language High School.
INTRODUCTION
To study the performance of teachers in the Affiliated Foreign Language Middle School of Xinzhou Teachers University. To compare teachers' perceptions of performance in the Affiliated Foreign Language Middle School of Xinzhou Normal University according to gender, salary and education. What is the success rate of the teachers at Xinzhou Teachers University Affiliated Foreign Language High School?
The performance of teachers at the affiliated Foreign Language Middle School of Xinzhou Teachers University is at an average level.
LITERATURE REVIEW
In conclusion, Teacher Performance can be defined as the improvement of teachers' self-efficacy in school work and their attitude in dealing with the daily work organized by the school. According to the research results, the Teacher Performance Assessment Scale is divided into 39 items and 6 sub-dimensions. He believes that teacher performance plays a very important role in the overall operation and management of the school.
In this document, teacher performance is measured by evaluating teachers' expectations of teaching performance. Teacher performance refers to the use of knowledge, skills and abilities by teachers to complete the coursework, participate in the practice and pass the teaching evaluation in order to meet the expectations of the organization. Based on the understanding of Martin's teacher performance theory and the summary of the above references, teacher performance can be defined as the attitude and behavior of teachers at work, including their own development, communication and interaction with students, and responsibilities they assume in the school. management.
Aguinis stated that in most cases, the adoption of performance management in education takes place according to national legislation, which is driven by government pressure or other coercion. Performance management in education is clearly linked to public sector reforms. The reforms aim to improve the effectiveness, efficiency and accountability of education. The combination of public sector cuts and rising demand will make performance management an important requirement for school managers. The 2008 financial crisis is a good example of this. The evaluation of teachers' work performance at Zilina University is realized through the evaluation of teachers' performance in teaching and scientific research. The assessment of the university's performance is always carried out by heads of departments for a year. The examination of each teacher's activities and outputs, which is stated on the performance appraisal form, is adjusted almost annually and the adjustment plan must be approved by the principal as a basis for the performance evaluation. It has been found that teacher performance evaluated by teacher performance evaluation system is correlated with student performance.
Teacher's performance and professional learning are inseparable, only through the teacher's personal quality of all aspects of the study and the improvement of the matching perfect evaluation system, in order to significantly improve the performance of teachers and school efficiency.30. Drawing lessons from social exchange theory and the job demands-resource model, they think that when teachers' perceived performance management as a process, adherence to the human resource management system (i.e. one that communicates distinctively, consistently and achieves high levels of consensus), the teachers feel more valued, valued and more energetic, which suggests that the high levels of affective organizational commitment and less fatigue at work. The study hypothesized that these results would in turn improve teacher performance. So they have data from 458 Flemish teachers and have matched it with performance ratings provided by the school's principal. The results show that the perceived intensity of teacher performance management process is negatively correlated with teacher performance exhaustion, and positively correlated with teacher performance. Perceived performance management process intensity has an indirect relationship with teacher performance, which functions primarily through affective organizational commitment. Therefore, this study will study the performance of teachers in secondary school in China based on the teacher performance theory (Martin, 2018).
Comparing the Differences in Teachers' Performance by Different Factors in the Affiliated Foreign Language Middle School of Xinzhou Teachers University.
RESEARCH METHODOLOGY
The variable of this study was composed of the basic variables and the studied variables as follows; The variables studied were teacher performance, based on Martin, which consists of five basic concepts; Managing teacher performance and improving teacher accountability can be achieved through evaluation methods, regular monitoring or a combination of methods.
5 scores indicate that teacher performance is at the highest level 4 scores indicate teacher performance at a high level. 3 scores indicate that teacher performance is at a moderate level 2 scores indicate teacher performance at a low level. Furthermore, 30 teachers serve as a test group to analyze the reliability of the opinion list using alpha's Cronbach coefficient.
Arithmetic mean and standard deviation are used to analyze the level of teachers' performance and interpret the data by comparing it with the best concept criteria as follows36;. A t-test is used to analyze the sample's perceptions of teacher performance when compared by gender and education. A one-way ANOVA is used to analyze the sample's perceptions of teacher performance versus salary.
The objectives are to examine the performance of teachers in the Affiliated Foreign Language High School of Xinzhou Normal University and compare the differences in teacher performance based on gender, salary, and education in the Affiliated Foreign Language High School of Xinzhou Normal University. The first part is a question about the status of the samples, the second part is a question about the teachers' performance based on Martin using a 5-point Likert scale.
DATA ANALYSIS AND INTERPRETATION
The analysis of General information
The researcher first conducted a descriptive analysis of the results of the first part (demographic question) of the opinion list.
The analysis of perception on class teacher competencies
According to Table 4, teachers' professional development performance in professional development was generally high (x̅ = 4.12, S.D. = 0.80). The school used the evaluation method and regular monitoring to manage and improve the performance of teachers. As shown in Table 6, teachers' performance in accountability and responsibility was generally high (x̅ = 4.02, SD = 0.76).
According to the results of the opinion list survey, Teacher Performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University is at a high level, so research hypothesis 1 was rejected. Research questions 2: What is the comparative result of the perception about the teacher performance in the Affiliated Foreign Language Middle School of. Research Hypothesis 2: The perception about the teacher performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University depending on gender, salary and educational background is different.
To test hypothesis 2, the researcher compared the performance of teachers in the Affiliated Foreign Language High School of Xinzhou Teachers University according to gender, salary and educational background. According to the gender difference test of teachers' performance in related foreign language high school of Xinzhou Teachers University. A one-way ANOVA analysis was conducted in Table 10 to compare the effect of three different salaries on Teacher Performance in Xinzhou Teachers University Foreign Language Middle School Overall (F = 0.712, sig = 0.492).
According to the educational background change test of Teacher Performance in Associated Foreign Language Middle School of Xinzhou Teachers University. According to the opinion poll results, the comparative result of teacher performance is based on the opinions of 165 teachers in 13 different departments in the Affiliated Foreign Language High School of Xinzhou Teachers University depending on gender, salary and educational background.
CONCLUSION DISCUSSION AND RECOMMENDATION
Although the research results show that the teachers' performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University is at a high level, there are gaps in various dimensions based on the respondents' feedback. This is consistent with Cai and Lin's research findings in the theory and practice of teacher performance evaluation. Nan's research findings in Reconstruction the Content and Assessment of School Education Quality based on teacher performance also supported this finding.
This shows that there was no significant difference in the comparison between gender, salary and education of teachers on the performance of teachers in the Affiliated Foreign Language High School of Xinzhou Teachers University. This indicates that teachers in the Affiliated Foreign Language Middle School of Xinzhou Normal University have consistent perceptions of teacher performance in that school even across gender, salary, and education. In future research, we can interview the perceptions of students in schools for the variable of teacher performance.
Or we can use the expert interview research method and ask experts who are experienced in teacher performance about their views on teacher performance in the Affiliated Foreign Language Middle School of Xinzhou Teachers University. In China, the number of studies on teacher performance is relatively small compared to foreign countries. In addition, there are not many studies on teacher performance in China and abroad based on Martin's teacher performance theory, which is not a small challenge for this study.
Further research on teacher performance should be conducted, other theories could be involved, and other dimensions of teacher performance should be added to the research and discussion. The International Journal of Human Resource Management, 1–. Performance management and teacher performance: The role of affective commitment and organizational exhaustion. As part of my Master Degree research at Silpakorn School, Thailand; I am conducting a survey that aims to learn about the performance of teachers in the affiliated foreign language high school of Xinzhou Teachers School.
10 The school used both the evaluation method and regular monitoring to manage and improve the performance of teachers.
