國小教師對學校本位自我評鑑看法之研究

本研究旨在探究國小教師對學校本位自我評鑑的現況與看法、助益與困境，採半結構訪談法以蒐集資料。研究結果如下：一、學校本位自我評鑑主要有校務評鑑、教專評鑑與課程評鑑，校務評鑑屬配合性，教專評鑑屬自發性，課程評鑑屬因應性；參與人員為全校教師、主任與校長。二、學校本位自我評鑑完成後，個案國小教師針對缺失研擬對策，列入下學期的改善建議，或會提報改善計畫函送縣府。三、個案國小教師對學校本位自我評鑑的看法，教專評鑑的接受程度較高，課程評鑑的接受程度尚可，校務評鑑的接受程度較低。四、學校本位自我評鑑對個案國小的助益，教專評鑑獲較高的肯定，其次是課程評鑑，校務評鑑較少。五、學校本位自我評鑑對個案國小的影響，主要在教專評鑑和課程評鑑二項。

關鍵字

學校本位評鑑；學校自我評鑑；學校本位自我評鑑

並列摘要

The purpose of this study was to explore primary school teachers' views of the current status, benefits and dilemmas of the school-based self-evaluation. The semi-structured qualitative interviews were conducted in the study. The research findings were as follows: 1. The school-based self-evaluation included school evaluation, teacher evaluation for professional development and curriculum evaluation. 2. After the school-based self-evaluation was completed, the school developed countermeasure and included suggestion for improvement in the next semester. Or the improvement plan was submitted to the county government. 3. The teachers' views on the school-based self-evaluation, higher acceptance shows on teacher evaluation for professional development, followed by the curriculum evaluation, the school evaluation was less. 4. The befinets which school-based self-evaluation for school, the teacher evaluation had been higher positive affirmation, followed by the curriculum evaluation, the school evaluation was less. 5. The impact of school-based self-evaluation on schools was mainly in the teacher evaluation for professional development and the curriculum evaluation.