Teacher evaluation is essential in teachers’ professional development, and among various of evaluation manners, student evaluations of teaching (SET) is a prevailing one. This study investigates how teachers enact agency to facilitate their professional development when dealing with the results of SET at a Chinese senior high school. An analysis of data derived from interviews with three language teachers complemented with other documents reveals differential agentic choices and actions.
The teachers’ learning and teaching endeavours in relation to SET are directed by various identity and enacted in highly individualized ways. By situating teachers’ agency in their individual professional trajectories, this study gives an insight of interaction of teacher agency and identity to professional development in the context of SET. And the finding suggested high school EFL teachers do value the results of SET.
 

teacher agency,student evaluations of teaching,professional development