爲了提昇教師教學品質、改善研究與服務水準,大學需要有一套完整可行的教師績效評量模型。教育部爲尊重各大學之自主權,明訂各大學可以自行訂定績效衡量辦法及評量準則。不同類型的大學或同一大學內不同學院,其在教學目的、社會功能及專長領域各不相同。然而,在同一所學校內若採用不同的評量標準來評量教師的績效,會加深評量體系的複雜性與執行的困難度,故本研究以教學、研究、服務三大評量構面建立大學教師績效評量模型,期能符合不同性質之教學單位類型與學院對教師評量的需求。本研究針對新竹某研究型大學之不同院、所、系之教師進行問卷及訪談,回收有效問卷爲255份,佔全校教師的45%,並採用層級分析法進行模型建立及實證分析。研究結果指出教師績效評量系統宜包容教師評量的多元性及評量的自主性,依照不同院、所、系之個別性質,使用不同的評量權重。此研究結果可提供同類型大學建立自己的評鑑模型之參考。
For enhancing the quality of college education, academic research, and fulfilling the human resource requirements of prospective employers, an effective teacher evaluation system for university professors is essential. Due to the fact that different universities or even different colleges within the same university have different missions, strengths and focuses, teacher evaluation systems should have different evaluation criteria and priorities to reflect the unique characteristics of different institutions. The authors constructed a teacher evaluation model for university professors based on three major dimensions teaching, research, and services to academic and off-campus communities. Data required to this evaluation model include: self-evaluation, student evaluation, peer evaluation, administration evaluation, and professional evaluation. The Analytic Hierarchy Process (AHP) method was used to determine the relative importance of each evaluation criterion. An effective teacher evaluation system in universities should be thorough enough to include all aspects of a professor's expected functions, and vet flexible enough to respect the uniqueness of different academic fields. In the process of constructing a new teacher evaluation system or revising an existing one, the opinions of all involved professors should be consulted and the principles of the evaluation system communicated.