屏東縣國小推動教師專業發展評鑑之個案研究

本研究以屏東縣一所國小為研究對象，主要目的在探討教師參與教師專業發展評鑑的動機、學校推行評鑑的過程、作法以及教師面對教師專業發展評鑑的疑慮與因應策略，採半結構訪談法，蒐集資料。本研究初步發現:一、教師參與教專評鑑主要動機可能來自超額壓力，但對評鑑仍抱持正向態度。二、在學校推動層面上，學校校長、行政人員或具影響力之教師等，在學校體系中所處之職務，將會影響教師對教專評鑑的看法。三、教師對教專評鑑疑慮，包括不認同評鑑的方式、評鑑無法有效評斷教師優劣、耗費時間多、學校行政事務繁雜、擔心與教師考績掛勾、個人家庭和進修導致分身乏術、教師為考績彼此競爭等。四、教師因應教專評鑑策略，包括跨校交流、積極精進自我專業等。

關鍵字

教師評鑑；教師專業發展；教師專業發展評鑑

並列摘要

The subject of this study was an elementary school in Pingtung County. The main purpose was to explore teachers’ motivation for participating in teacher evaluation for professional development project, the experiences of the school when implementing evaluation project, and the concerns and coping strategies of teachers during professional development evaluations. Semi-structured interviews were employed for data collection. The preliminary findings of the study are:1) The main motivation of teachers for participating in teacher evaluation for professional development was pressure of being surplus teachers, but they still held a positive attitude towards teacher evaluation for professional development. 2) As for the implementation by the school, the positions held by school principals, administrative staff, and influential teachers within the school system affected teachers’ opinions on teacher evaluation for professional development. 3) The teachers’ concerns towards teacher evaluation for professional development included disagreeing with the evaluation method, the inability of the evaluations to evaluate teachers’ strengths and weaknesses effectively, the evaluations being too time consuming, complicated school administrative affairs, being tied up caused by families and continuing education, and competition between teachers over evaluation results. 4) The teachers’ coping strategies included inter-school exchanges and active professional enhancement.