Research on the Performance-Based Assessment of Secondary School Teachers

This paper aims to evaluate the performance of secondary school teachers and provide research-based conclusions regarding the decision to implement performance-based salary adjustments. Since the 2022–2023 academic year, the Ministry of Education in our country has introduced performance-based assessments to evaluate secondary school teachers' work and determine their salaries. This initiative is now in its third year. However, many teachers are dissatisfied with the assessment process and its results, criticizing the absence of a salary incentive system. This has led to a psychological burden on the teachers. The main criteria for evaluating a teacher’s performance include: 1) Progress in child development and protection activities; 2) Teachers’ professional development results; and 3) Participation in organizational and community activities. Of these, 45%, or the majority, is based on students' exam performance. However, our country’s performance-based assessment system differs from international standards, with many teachers suggesting that linking student performance with teacher salaries has yielded more negative than positive consequences. To explore the root causes of this issue, this paper presents conclusions drawn from surveys conducted with Mongolian language and literature teachers and high school students.