An Empirical Study On The Impact Of Teaching And Learning And Performance Results Feedback On Appraisal Systems Through Optimization Strategies

Abstract

Background:In recent years, the effectiveness of faculty performance appraisal systems in higher education has become a central concern for institutional accountability and development. Teaching quality, workload distribution, feedback mechanisms, and strategic optimization all play critical roles in shaping educators’ perceptions and engagement with these systems.

Objective: This study aims to examine the structural relationships among teaching and learning practices, performance results feedback, optimization strategy, and the faculty performance appraisal system within undergraduate institutions in Heilongjiang Province, China.

Methods: A quantitative, deductive research approach was adopted, using stratified random sampling to survey 396 permanent faculty members across 39 universities. Data were collected through validated questionnaires and analyzed via structural equation modeling (SEM) using AMOS.

Results: Teaching and learning practices and performance feedback had significant direct effects on the performance appraisal system, and both positively influenced optimization strategy. Optimization strategy, in turn, showed a strong direct effect on the appraisal system and partially mediated both relationships. All paths were statistically significant (p < .01), confirming model validity.

Conclusion: Faculty appraisal systems are driven not only by teaching and feedback, but also by strategic optimization efforts. Standardized processes, diverse metrics, and incentive-based strategies enhance system effectiveness. These insights support policy reforms focused on integrating instructional quality with strategic evaluation design.