教师参与已经成为完善中小学内部治理体系的重要路径，绩效考核作为学校管理的重要事项之一，教师参与同样是其中的重要要求。为此，本研究意在深入探究教师在绩效考核中的参与情况。
本研究采用个案研究方法，选取北京市X小学，对该校的6名领导干部和10名普通教师进行了深度访谈。
随后，从绩效考核的方案制定、公开透明、过程参与和结果申诉四方面描述X小学教师参与绩效考核的基本情况，发现该校教师参与绩效考核的总体状况较为良好，但也存在教师参与意愿不足等不足。
最后，对X小学教师参与绩效考核存在的优势和不足的原因进行了讨论。主体性上，教师的知识和能力水平、责任意识限制参与深度和意愿，较小的权力距离使教师敢于参与。制度性上，科层制和绩效考核制度提供教师参与的渠道，也限制教师参与意愿。区域教育相关政策也阻碍教师的参与。文化性上，校园文化增强教师主人翁意识，但主要以文化感召进行领导，也制约教师参与水平的进一步提升。

Teacher participation has become an important way to improve the internal governance system of primary and secondary schools. As one of the important matters of school management, teacher participation is also an important requirement. To this end, the purpose of this study is to deeply explore the participation of teachers in performance appraisal.
This study adopted the method of case study and selected Beijing X Primary School to conduct in-depth interviews with 6 leading cadres and 10 ordinary teachers of the school.
Then, the author describes the basic situation of X Primary School teachers' participation in performance appraisal from four aspects: program formulation, openness and transparency, process participation and result appeal. It is found that the overall situation of X Primary school teachers' participation in performance appraisal is relatively good, but there are also deficiencies such as insufficient willingness of teachers to participate.
Finally, the author discusses the advantages and disadvantages of X primary school teachers' participation in performance appraisal. In terms of subjectivity, teachers' knowledge and ability level and sense of responsibility limit the depth and willingness of participation, and small power distance makes teachers dare to participate. Institutionally, bureaucracy and performance appraisal system provide channels for teachers to participate, but also restrict teachers' willingness to participate. Regional education policies also discourage teacher participation. Culturally, campus culture enhances teachers' sense of ownership, but mainly leads by cultural inspiration, which also restricts the further improvement of teachers' participation level.