这篇论文探讨了在职业发展受到1278法令的规范后，能力评估对哥伦比亚教师所造成的影 响。这项教师管理法令颁布于二十年前，目标是通过强调周期性的职业评估，从而增加教 师的专业性。然而，由于具有新自由主义的观念且强调解决公共资金赤字，这条法令引起 了广泛的批评以及来自全国教师联盟的抵制。本论文的研究旨在提供经验证据，包括教师 们对职业评估政策的理解，以及在他们的观念中，1278法令所引进的评估工具对职业造成 了何种影响。这个研究的结果可以作为反馈提供给哥伦比亚的决策者，他们目前正在评估 1278号法令至今为止对公共教育造成的影响。由于需要在特定的时间、空间和活动中进行 详细的调查，本研究采用定性案例的研究方法。这种方法能够较好地与制度结构中人类经 验的复杂性和对环境的依赖性相契合;因此，它可以深入探讨哥伦比亚教师对能力评估的 个人观点，同时展现1278号法令确立后产生的更广阔的机构政策环境。通过对数据的三角 化，能够更深入地探讨所研究的现象。所有与政策相关的文件都被采用作为分析材料，除 此之外，本研究还对十七名学校教师、两名学校管理层成员和一名来自教师工会的政策谈 判代表进行了开放式的问卷调查、个人采访和小组面谈。通过两个互补的理论框架解读出 的数据，能够为1278号法令的实施提供一个综合性的视角:新公共管理理论体现了这项政 策背后的行政哲学，栖居制度主义则提供工具去分析此政策的机构配置是通过何种方式受 到其成员的欢迎。

这项研究的成果涉及多个领域。首先，文献分析指出，1278号法令肯定了哥伦比亚 的公共教育走向权力下放、市场引导和绩效评估的道路。哥伦比亚的能力考试被视为一种 治理工具，它能够保证筛选出高度称职的教育工作者，合理分配在职教师的工资奖励，并 且通过将考试的管理工作分配给地方实体来促进权力下放。尽管专业能力在政策文件中受 到极大的重视，在绩效评估的实施中产生的偏差引发了人们对于此政策过度重视问责制而 不是能力评估的担忧。根据研究参与者所提供的信息，人们认识到该政策能够促进提高与 工作相关的某些能力，但同时人们也认为它没能全面提高教育质量，这一点可以由学生的 成绩在国际考试中没有进步作为证明。其中一个原因可能是教师需要把额外的时间花在行 政相关的事务上，而不是完全专注于学术问题。此外，1278号法令所推广的标准化无法满足农村地区和武装冲突地区的需要，因为在这些地区，社会性和结构性的需求阻碍了教师 们集中精力和时间在考核系统中取得成功。相反，1278号法令所规定的问责制、功能主义 和功绩逻辑会成为弱势地区教师职业发展的障碍，从而滋生了制度上的不公平。研究的参 与者还对教师职业身份的突变表现出忧虑:在 1278 号法令的实施中，对问责制的重视已经取代了过去对教学问题的重视，以支持功能主义。 正如本研究所阐明的，对能力评估政策进行必要的修订时，应该解决以下需求:从总结性 评估转变为形成性评估;重新平衡学校管理层与教师之间的权力关系;设计符合具体情况 的评价工具;促进对新教师的入职支持;鼓励研究;提供由政府资助的培训，并修订薪级 表以避免职业停滞。

This dissertation explores the impact that competency evaluation has had on Colombian teachers whose careers are regulated by a policy known as Decree 1278. This teacher management policy was issued two decades ago with the aim of increasing teachers' professionalism through an emphasis on periodic competency evaluation. However, it has elicited ample criticism and resistance from the teachers’ union nationwide because of its perceived neoliberal orthodoxy and its focus on addressing the public funding deficit. This research was expected to yield empirical evidence of how teachers understand the competency evaluation policy and their perception of how the evaluation instruments introduced by Decree 1278 have influenced their career. The findings of this research can serve as feedback to Colombian policy makers who are currently evaluating the impact that Decree 1278 has had in public education so far. The qualitative case study approach was preferred for this research because it entails a detailed examination of a particular setting bounded by time, space, and activity. This approach resonates well with the intricacy and context-dependency of human experiences within institutional settings; hence it could allow for an in-depth exploration of Colombian teachers’ individual perspectives of competency evaluation while acknowledging the broader institutional policy context established by Decree 1278. The triangulation of data facilitated a deeper exploration of the studied phenomenon. All the policy related documents were analyzed as artifacts. Additionally, open- ended questionnaires, individual interviews and group interviews were conducted with twenty teachers: seventeen classroom teachers, two teachers who work in school management, and a teacher who is a policy negotiator representing the teachers’ syndicate. The data obtained was interpreted through the lens of two theoretical constructs that complemented each other to provide a holistic perspective of the implementation of Decree 1278: New Public Management accounted for the administrative philosophy behind the policy, while Inhabited Institutionalism offered the tools to analyze how the resulting institutional configuration is welcomed by the individuals who inhabit the institution.

The findings of this research embrace several areas. To begin with, documentary analysis pointed out that Decree 1278 confirmed the route towards decentralization, market orientation, and performance measurement in Colombian public education. The competency exam in Colombia serves as a governance tool that ensures the selection of highly competent educators, the rationalized allocation of salary incentives to in-service teachers, and the promotion of decentralization by assigning exam administration to territorial entities. Even though professional competencies receive significant attention in policy documents, deviations in implementation of performance evaluation raise concerns about the focus on accountability over competency assessment. Regarding the information provided by the research participants, there is awareness that the policy promotes certain competencies relevant for the job but there is also a belief that it hasn’t helped overhaul education quality as demonstrated by unimproved student scores in international exams, a reason for that might be the extra time teachers need to spend on administrative tasks instead of focusing exclusively on academic concerns. Additionally, it is perceived that the standardization promoted by Decree 1278 does not respond to the needs of rural areas and populations under armed conflict where social and structural needs prevent teachers from focusing their energy and time in succeeding within the evaluation system. On the contrary, the imposition of accountability, functionalism, and the merit logic of Decree 1278 represent an obstacle for teachers in vulnerable areas to advance in their careers and this breeds unfairness in the system. The participants also showed concerns about the mutation of teachers’ professional identity: under Decree 1278, the focus on accountability has displaced the previous emphasis on pedagogical concerns to favor functionalism. As elucidated throughout this study, considerations about necessary revisions to the competency evaluation policy should address the following concerns: the need for a shift from summative to formative evaluation, rebalancing power relations between school management and teachers, designing evaluation instruments responsive to specific contexts, facilitating onboarding support for new teachers, encouraging research, providing government-sponsored training, and revising the pay scale to avoid career stagnation.