Evaluating the Impact of Teacher Evaluation and Education Incentive Systems in Universities

Abstract

This study investigates the effectiveness of teacher evaluation and incentive systems in China higher education, focusing on Fujian Polytechnic Normal University as a case study. Faculty performance and motivation are critical drivers of institutional success, yet existing evaluation and incentive mechanisms often face challenges related to fairness, transparency, and motivational impact. Using a quantitative research design, we collected survey responses from 107 faculty members to assess the perceived effectiveness of evaluation tools (peer reviews, student feedback, self-assessments, and administrative reviews) and incentive structures (financial rewards, professional development, promotions, and recognition awards). Findings indicate that administrative reviews and professional development opportunities are viewed as the most effective, whereas peer evaluations and promotion criteria are perceived as inconsistent or unclear. Grounded in Herzberg’s Two-Factor Theory and Self-Determination Theory, this study highlights gaps in current systems and proposes evidence-based reforms to enhance faculty motivation and institutional performance. The results contribute to academic discourse on educational management and offer actionable policy recommendations for university administrators and policymakers.