本研究旨在探討新北市公立國民中學教師對參與教師專業發展評鑑看法,並根據研究結果提出建議,作為日後推動教師專業發展評鑑之參考。 研究方法以問卷調查為主,以新北市公立國民中學教師為研究對象,問卷共發出 612 份,回收 544 份,回收率為 88.9%,有效問卷為540份,有效問卷回收率為99.3%。所得資料以統計軟體SPSS 21 for Windows進行處理,採描述性統計、t 檢定、單因子變異數分析等統計方法處理。 根據統計結果分析,本研究獲致以下結論: 一、在評鑑目的層面,以能促進教師教學上省思的認同程度最高。 二、在評鑑規準層面,以檢視教師任教領域知識精熟程度的認同程度最高。 三、在評鑑人員層面,以應由教師本身進行自我評鑑為主的認同程度最高。 四、在評鑑資料來源層面,應以教師教學觀察進行評鑑的認同程度最高。 五、在評鑑結果應用層面,以可作為個別教師專業成長需求參考,提供適當協助的認同程度最高。 六、教師年齡在30歲以下教師在各層面認同程度均高於其他年層齡教師。 七、兼任導師之教師在各層面認同程度均低於其他現任職務教師。 八、服務年資5年以下教師在各層面認同程度均高於其他服務年資教師;任教年資20年以上教師在各層面認同程度均低於其他服務年資教師。 九、學校規模49班以上學校教師在各層面認同程度為最低。 根據以上研究結果提出建議,並對學校行政、教育行政機關及後續研究者作為日後推動教師專業發展評鑑之參考。
This study aimed to explore the viewpoints of the junior high school teachers in New Taipei City towards participating in teachers’ professional development evaluation, and made advice based on the results of research, which could be the suggestions to promote teachers’ professional development evaluation in the future as well. The research adopted the method of questionnaire, and took the teachers in public junior high school in New Taipei City as the research object. The questionnaires were issued 612 copies, and 544 copies were returned, so the rate of returned questionnaires was 88.9%. Of all the 544 returned questionnaires, 540 copies were valid, so the rate of valid returned questionnaires was 99.3%. The data was processed by statistical software SPSS 21 for Windows, adopting the methods such as descriptive statistics, t-test, ANOVA statistics to make the analysis. According to the results of the analysis, the conclusions of this study were as the following: 1. The purposes of evaluation: In this part, the agreement of promoting teachers’ reflection on teaching got the highest score. 2.The criteria of evaluation: In this part, examining teachers’ proficiency in their teaching domain got the highest score. 3.The staff for carrying out the evaluation: In this part, the agreement on asking teachers’ self-examination got the highest score. 4. The resources of evaluation: The agreement on the observation of teachers’ teaching as the main resource for evaluation got the highest score. 5. As for the application of this study, the agreement on the result taken as the suggestions for each teacher’s growth in teaching proficiency and offering each teacher appropriate assistance got the highest score. 6. The teachers under 30 years old had more agreement on each part than all the other teachers in different ages. 7. The teachers also assigned to room teachers had less agreement on each part than any other teacher assigned to other jobs. 8. The teachers with more than twenty service years had less agreement on each part than all the other teachers with other service years. 9. The teachers in the school containing more than 49 classes had the least agreement on each part. The advice was made based on the results of research above, and took this study as the reference for the school administration, educational administration and successive researchers to promote teachers’ professional development evaluation.
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