高等技職校院實施教師評鑑之研究

A Study of Teacher Evaluation in Higher Technological and Vocational Education Institutions

杜佳靜(Chia-Ching Tu) ； 梁滄郎(Tsang-Lang Liang) ； 張菽萱(Shu-Hsuan Chang)

《中華管理發展評論》 3卷1-2期 (2011/12) Pp. 339-355

https://doi.org/10.6631/JCMD.2011.3.1-2.339

摘要

本研究檢視教師評鑑如何於一所私立技術學院實施，並反思高等技職校院教師評鑑的困境與出路。透過教師評鑑兩種不同取向的探究一績效控制取向、專業發展取向，以比較這兩種評鑑取向的差異。在論述中，乃藉由個案研究作為高等技職校院如何對教師評鑑運作，以界定教師評鑑的意義，企圖重新詮釋對教師評鑑的決策過程。從本研究結果可以發現：在逐漸增加對高等技職校院教師工作和專業活動控制的處境下，學校偏重以績效控制取向做為評鑑教師的表現，而忽略了教師專業發展的意義。也因此，當標榜績效掛帥進入高等技職校院之際，教師評鑑制度必須重新被檢討，以瞭解其是否可以兼顧組織的績效管理和教師的專業發展。

關鍵字

技職校院 ； 教師評鑑 ； 專業發展

並列摘要

This study examines the practice of faculty evaluation system in the context of a private technology institute. It focused on two different approaches to higher technological and vocational education evaluation: an accountability control approach and a professional development approach. It further compared their differences in evaluation theory and practice. A case study was used as the lens for understanding how evaluation was conducted, and for identifying the meanings given to the evaluation system. In addition, this study provided an alternative understanding of how decisions about faculty evaluation were made. Results from this study showed that school administrators adopted an accountability control approach to the evaluation of faculty in a climate of increasing control of faculty work and professional activities. Thus, as institutional calls for college and university accountability continue, higher technological and vocational education evaluation systems need to be reexamined to see whether they can serve both to manage organizational performance and to enhance faculty development.

並列關鍵字

technological and vocational education ； teacher evaluation ； professional development