中文摘要：

教师评价作为提高学校教育教学质量的中心环节,其体系架构仍处在不断的完善和改进中。本研究旨在运用TALIS2013数据,在教师评价活动开展过程中,校长与教师对教师评价主体、指标、结果认知存在一致性和差异性。研究表明,协调校长与教师的认知是改进教师评价体系的有效思路,进一步而言,就是要确保评价主体多元化、评价指标多样化;构建分层评价标准以适合每位教师;完善发展性教师评价体系;加强学校管理人员与教师之间的沟通。

英文摘要：

As the key of improving the quality of school education, the teacher evaluation system is still in the constantly perfecting. The purpose of this paper is comparing the consistency and difference of cognition between principals and teachers during the process of teacher evaluation, from the aspects of the evaluating subject, the evaluating indicator and the evaluating result in the data survey of TALIS 2013. The research shows that it is a way to improve the teacher evaluation system by coordinating the cognition between principals and teachers. For example, ensuring the diversity of the appraising subjects and indicators; building a evaluation with hierarchical criteria for every teacher; improving the development of teacher evaluation system; strengthening the communication between school managers and teachers.