This paper examines the implementation of performance evaluation policies for university teachers in China， highlighting the complexities and nuances involved in translating policy into practice.Through a case study of four universities in Ningxia，it reveals that while performance accountability policies aim to enhance educational standards，they often lead to unintended consequences that undermine the professionalism of educators.Utilizing Bourdieu's practice theory as a theoretical framework，the study further analyzes the challenges teachers face in policy enactment，including the tension between quantity and quality in academic output and the prioritization of research over teaching.The paper advocates for a more context-sensitive approach to policy-making that recognizes the diverse realities of educational institutions and includes teachers' voices in the policy development process.