中部地區國民小學教師對教師專業發展評鑑功能知覺與教師教學效能關係之研究

A study on the relationship between the perception of elementary school teachers’ professional development evaluation and teaching effectiveness in Central Taiwan.

張瑀偼(Yu-Chieh Chang)

指導教授 ： 楊振昇

國立暨南國際大學/教育學院/教育政策與行政學系/碩士(2010年)

https://doi.org/10.6837/NCNU.2010.00154

摘要

本研究旨在探討中部地區國民小學實施教師專業發展評鑑與教學效能之現況與關係，並據以提出結論與建議，以作為教育行政機關及學校教育人員之參考。
本研究採用問卷調查法，以自編「中部地區國民小學教師參與教師專業發展評鑑之教學效能調查問卷」為研究工具，針對中部地區795位參與辦理教師專業發展評鑑之國民小學教師進行問卷調查，問卷回收621份，有效問卷為543份，可用率為87.4%，調查所得資料以平均數、標準差、t考驗、單因子變異數分析及皮爾遜積差相關等統計方法進行分析。
本研究結論如下：
一、國民小學教師對教師專業發展評鑑現況具中高程度認同。
二、國民小學教師對教學效能現況知覺具中上程度水準。
三、不同職務及學校規模之國民小學教師對教師專業發展評鑑之知覺有差異。
四、不同性別、年齡、個人參與教師專業發展評鑑年數、職務及學校規模國民小學教師對教師教學效能之知覺有差異。
五、國民小學教師專業發展評鑑與教學效能呈正相關。
根據上述結論，本研究提出以下建議：
一、對教育行政機關之建議
（一）確立法源依據並整合相關資源。
（二）加強推動辦理教師專業發展評鑑的相關理念。
（三）駐校專家夥伴協助辦理學校解決相關問題。
二、對學校教育人員之建議
（一）學校提供足夠的行政資源並盡量減輕參與教師的工作負擔。
（二）教師應以積極心態面對教師專業發展評鑑。
（三）建構學習型組織，支持教師專業發展。

關鍵字

教師專業發展評鑑 ； 教學效能

並列摘要

The purposes of this study were to explore the perception of current situation and relationship between elementary school teachers’ professional development evaluation and teaching effectiveness in Central Taiwan, and make conclusions and suggestions practically, in order to offer some references to educational administrative authority and school educators.
The questionnaire survey was adopted for this study.The self-designed ”Questionnaire of the Relationship Between Elementary School Teacher’s Professional Development Evaluation and Teaching Effectiveness” was the instrument. 795 teachers who participated in teachers’ professional development evaluation programs were surveyed. Effective samples among them were 543 persons, the usable percentage was 87.4%.Returned questionnaires were analyzed with mean, standard deviation, t-test, one-way ANOVA,and Pearson product-moment correlation.
Data analysis yield the following results:
1.The elementary school teachers’ agreement with the current situation of teachers’professional development evaluation was in mid-high level.
2. The teachers’ perception of elementary school on the current situation of teaching effectiveness was above the average.
3. The elementary school teachers under the factors such as teachers’ position and school size had differences of perception on teachers’ professional development evaluation.
4. The elementary school teachers under the factors such as genders, ages, years of participated teachers’ professional development evaluation, teachers’ position and school size had differences of perception on teaching effectiveness.
5.There was a positive relationship between elementary school teachers’ professional development evaluation and teaching effectiveness.
Based on above results, this study proposed following recommendations:
1.Recommendations to educational administrators
（1）To establish laws above evaluations and integrate the related resources.
（2）To strengthen and promote the related ideas of the teachers’ professional development evaluation.
（3）Expert partners should assist with solving the related problems at school.
2. Recommendations to school educators
（1）The administration should provide resources and reduce the burden of the participative teachers.
（2）Teachers should face teachers’ professional development evaluation in a positive attitude.
（3）To construct learning organization and support the teachers’ professional development.

並列關鍵字

teacher professional development evaluation ； teaching effectiveness

參考文獻

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