高中教師專業發展評鑑與教師專業成長之研究

A Study of Senior High School Teachers’ Professional Development Evaluation and Teachers’ Professional Growth

邱靜美(Ching-Mei Chiu)

指導教授 ： 張鐵軍

朝陽科技大學/管理學院/企業管理系/碩士(2013年)

摘要

本研究主要瞭解台中市私立高中教師對於教師專業發展評鑑實施之看法、探討不同背景教師在專業成長上之差異，以及教師專業發展評鑑與教師專業成長之關聯性。本研究採用問卷調查法，以研究者自編之「高中教師專業發展評鑑與教師專業成長之研究」問卷量表為研究工具，以臺中市9所私立高中參與100學年度教師專業發展評鑑的教師為本研究對象，共發出問卷335份，有效問卷276份(有效問卷率93.24%)。本研究結果如下：
一、教師最認同教師專業發展評鑑目的是「促進教師專業成長」，而不是作為成績考核之依據，而最重要的評鑑層面為「課程設計與教學」與「班級經營與輔導」。
二、教師最認同由「同儕」教師來擔任評鑑人員；而評鑑資料的蒐集來源為「教學觀察」，至於對評鑑結果表現不佳的老師，學校應提供相關研習或成長管道。另，學校在推動評鑑時應增加獎勵誘因。
三、教師對學校推動專業發展評鑑多數持認同態度，但學校推動教師專業發展評鑑確實會增加教師的工作負擔與壓力。
四、不同年齡教師在「課程設計與教學」層面之專業成長有顯著差異。
五、不同職務的教師在專業成長各層面有顯著差異。
六、參與教師專業發展評鑑的教師投入更多的專業精神與態度，其專業成長總效益會愈高，兩者存有高度的正相關，且有較佳的預測力。

關鍵字

教師 ； 高中 ； 教師專業成長 ； 教師專業發展評鑑

並列摘要

This study involved exploring the differences in professional development among teachers of various backgrounds, using private senior high school teachers in Taichung as the sample group. The implementation of teacher evaluations for professional development was assessed, and the correlation between such evaluations and professional growth was examined. A questionnaire survey method was employed, using the questionnaire “study of senior high school teacher evaluations for professional development and teacher professional growth” as the study tool. The participants comprised teachers from 9 private senior high schools in Taichung, who participated in an annual teacher evaluation for professional development in 2011. Of the 335 questionnaires issued, 276 valid questionnaires were returned, yielding a valid questionnaire return rate of 93.24%. The results of the study are as follows:
(a)The most recognized goal of teacher evaluations for professional development was to “enhance the professional growth of teachers,” rather than being used as a basis for performance scoring. The essential aspects of evaluations were “curriculum design and teaching” and “classroom management and counseling.”
(b)Most participants agreed that “fellow teachers” should serve as evaluators. The evaluation data were collected from “observation of teaching.” Schools should provide teachers that had poor evaluations with relevant learning and growth channels. In addition, schools should offer additional rewarding incentives to promote evaluations.
(c)Most teachers expressed positive attitudes regarding promoting evaluations for professional development; however, promoting the evaluation for professional development increase the workloads of and pressures placed on teachers.
(d)Teachers of distinct ages showed significant differences regarding professional growth for “curriculum design and teaching.”
(e)Teachers that held various positions showed significant differences in numerous aspects of professional growth.
(f)The more professional spirit and attitude that teachers devote to participating in teacher evaluation, the more effective is their professional development and growth. The professional spirit and attitude devoted and professional growth show a highly positive correlation and a relatively strong predictive power.

並列關鍵字

teacher ； senior high school ； teacher evaluation for professional development ； teacher professional growth

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