Starting with the concept of teacher evaluation, this paper studies the principles and functions of teacher evaluation, and on this basis, discusses the relationship between teacher evaluation and scientific management of schools. Key words: teacher evaluation, educational evaluation, educational research, educational management and educational evaluation are one of the important fields of educational science research. Teacher evaluation is an extremely important part of the whole educational evaluation. At present, many schools have carried out internal management system reform, the main content of which is to implement the principal responsibility system, the appointment system of faculty, the internal structure salary system and the total salary system. In addition, the evaluation and appointment of teachers' professional and technical positions has been institutionalized, and the emergence of these new problems has prompted the evaluation and appointment of teachers to embark on a scientific track. If there is no objective and scientific evaluation of teachers, then the evaluation of teachers' professional and technical positions and the rewards and punishments for teachers will become a problem. In order to further improve the quality of education and teaching in schools, the management of schools must be scientific. In many school management work, the management of teachers is the most important link. Being able to evaluate teachers' work scientifically and objectively should be the most important symbol to realize teachers' scientific management. Therefore, with the improvement of the scientific management level of schools, school administrators feel the importance of teacher evaluation more and more. First, the concept of teacher evaluation Teacher evaluation belongs to the broad category of educational evaluation, so we must first understand the concept of educational evaluation. Under the guidance of certain educational values, according to certain educational goals, following certain procedures, using scientific methods and relying on modern technology, educational evaluation comprehensively judges the value of educational phenomena, thus providing a basis for educational decision-making and improving educational services. The concept of teacher evaluation can be defined from the concept of educational evaluation. We believe that the evaluation of teachers should be a process of making value judgments on the quality of teachers' personal work under the guidance of correct educational values, according to the educational objectives of the school and the tasks that teachers should undertake, according to the prescribed procedures, using scientific methods and using modern technical means, so as to improve teachers' work and provide basis for school leaders to strengthen and improve the management and construction of teachers' team and make decisions. Based on the above understanding, the implementation of teacher evaluation must be clear as follows: 1. The fundamental purpose of teacher evaluation is to establish standards for measuring teachers and give full play to the guiding, inspiring and improving functions of educational evaluation. Through the feedback and standardization of the evaluation process, every teacher is encouraged to constantly sum up and improve his work, arouse teachers' enthusiasm and creativity, and at the same time, school leaders are encouraged to continuously strengthen the management and construction of teachers, so as to finally achieve the goal of comprehensively improving the quality of school education and teaching. 2. Teachers' evaluation should be based on the correct educational values, the educational objectives of the school, the fundamental tasks of teachers and the requirements of teachers' professional ethics promulgated by the State Education Commission. 3. Teachers' work is different from other professions. For example, the complexity and variability of teachers' working objects; There are many factors and great changes in the process of education and teaching, and the comparable factors are not easy to determine; The education cycle is long and the education effect is lagging behind; The aggregate of educational achievements and so on. Therefore, it is not comprehensive, scientific, accurate and unfair to evaluate the quality of teachers' work only by the subjective impression of school leaders, or by the students' achievements and the votes of the masses. Using the means and methods of modern education evaluation can overcome the above disadvantages to a great extent. In view of the complexity of teachers' work, it is necessary to adopt a combination of quantitative and qualitative methods in the evaluation method, and at the same time make a comprehensive analysis and judgment of all teachers' work with multiple indicators and directions, so as to make the evaluation of teachers' work quality more scientific and accurate and better reflect the real situation of each teacher's work. Second, the principles of teacher evaluation The basic principles of evaluation are the theoretical basis of evaluation, the concrete embodiment of guiding ideology and the basic requirements of evaluation. The correct evaluation principle is not only the norm to unify people's thoughts and actions, but also the guarantee to guide, control and coordinate the evaluation process. In the process of evaluation, the correct implementation of various principles will not only help to correct the attitudes of the main evaluator and the evaluated person, overcome subjectivity, one-sidedness and randomness, and improve the reliability and validity of evaluation, but also help to strengthen the standardization, scientificity and order of evaluation and enhance the objectivity and accuracy of evaluation. Teacher evaluation belongs to the category of educational evaluation, so the principles that should be followed in educational evaluation are also the principles that should be followed in teacher evaluation. 1, the principle of directionality means that the evaluation of teachers must be conducive to the school's educational goals, to the correct direction of running a school, and to the establishment of a correct view of education quality and talents. If the direction is not clear, teacher evaluation will go astray, and it will also have a negative impact on the implementation of school education policy. Therefore, determining the correct direction is an important prerequisite for teacher evaluation. In the evaluation, we should make a fair, accurate and comprehensive value judgment on each teacher's ideological and moral character, work attitude, professional level, teaching ability and work performance, and give full play to the guiding role of evaluation. 2, the principle of objectivity, that is, the principle of science. That is, when evaluating teachers, we must adopt an objective and realistic attitude, proceed from objective reality, obtain real information, and grasp the essential things for analysis. Teachers are engaged in a special and complicated job, mainly mental work, which is both laborious and laborious. The complexity of this kind of labor is manifested in the complexity of the labor object, the complexity of the labor process and the complexity of the labor result. In addition, teachers' work is creative, and educational work has the characteristics of long cycle and lagging educational effect. When evaluating teachers, we should fully consider these to make the evaluation more in line with objective reality. 3. The principle of comprehensiveness means that the evaluation criteria should be comprehensive and not one-sided. To implement the principle of comprehensiveness, on the one hand, we should grasp the comprehensiveness of evaluation criteria, on the other hand, we should grasp the evaluation process and collect evaluation information extensively and comprehensively. Education itself is a multi-level, multi-factor and multi-variable dynamic system, and teachers' work is also an organic whole structure composed of multi-level and multi-variables. Therefore, when evaluating teachers, we should make multi-index, multi-direction and multi-level analysis and judgment, and strive to truly and accurately reflect the whole picture of teachers' work. As the information and materials for evaluation, it should be as comprehensive, accurate and true as possible, and can't be evaluated based on one-sided materials and the reflection of a few people. The principle of comprehensiveness is not to divide the evaluation factors into primary and secondary, to distinguish between key and non-key, nor to simply add up the number of indicators, but to conduct comprehensive evaluation with different numbers. 4. The principle of subjectivity refers to defining the position and role of the appraisee in the evaluation. For a long time, people talk about evaluation, which is the evaluation and assessment of superiors to subordinates, leaders to teachers or teachers to students, so they take the evaluated as the object. This understanding is not comprehensive. From the perspective of practical effect and development trend, it emphasizes self-evaluation and the subjectivity of the appraisee, which makes it in an active position and produces a sense of active participation, which not only produces more positive effects, but also embodies the principle of subjectivity. In teacher evaluation, teachers are both the object and the subject of evaluation. Therefore, we should respect teachers' dominant position in evaluation and fully mobilize each teacher's initiative, enthusiasm and consciousness. Only in this way can the evaluation process truly become a process of teachers' self-knowledge, self-analysis, self-improvement, self-improvement and self-education, and the teacher evaluation work can achieve the expected purpose. 5. Feasibility principle refers to the feasibility of evaluation indicators and standards; The evaluation method and applied technical means are feasible; The work arrangement is feasible. Indicators and standards should proceed from reality to prevent the requirements from being too high or too low. Methods and technical means should be scientific and simple. Work arrangement should be combined with the daily work of the school, and don't add a lot of extra burden. At present, scientific principles are particularly important when evaluating teachers' work. Because this work is still in its infancy, it should go through a process, from imperfect to gradually perfect, from unscientific to scientific. This is also the process of teachers' gradual adaptation, and also the process of teachers' gradual learning and evaluation of education. Evaluation indicators and standards can not be mechanically copied, but must be combined with the actual situation of our school and approved by teachers. Don't form the evaluation of teachers is imposed on teachers by leaders, which is not conducive to giving full play to the main role of teachers in evaluation. The evaluation methods and technical means adopted should also let teachers know clearly why they should adopt such methods and technical means. That is, let teachers learn some theories and knowledge about educational evaluation in the process of participating in evaluation. School leaders should not impose their own wishes and subjective ideas on teachers, otherwise, the scientific and perfect evaluation scheme is not feasible. 6, the principle of combining qualitative and quantitative, this principle is particularly important in evaluating teachers' work. Some evaluation criteria can be quantified, so quantitative analysis can be used. This analysis can accurately reflect the objective reality and prevent subjectivity. However, when evaluating the quality and benefit of educational activities, it is difficult to use quantitative methods, especially when it comes to people's thoughts, emotions and will. It is not only impersonal, but also unscientific to insist on using accurate numbers to represent things that are vague. Therefore, when evaluating teachers, we must follow the principle of combining qualitative and quantitative. This is also determined by the complexity of teachers' work. We must not unilaterally think that only quantitative evaluation is scientific, and we should prevent this tendency in practical work.