學校處於競爭激烈的多元教育社會,面臨招生缺額的嚴重問題,教育模式也因此而改變,為確保教師的教學品質、追求教學卓越、改善學校辦學績效,大學教師評鑑成為教育部近年來重點推動的項目。 本研究採用「次級資料分析法」探討實施教師評鑑對學校績效的影響,先就教師個人背景與教師評鑑成績之間的關係進行分析,再從教師的角度來探討學校執行教師評鑑制度後,教師評鑑成績對學校績效的影響。 研究結果顯示,教師個人背景變項會影響教師評鑑成績,並且發現教師評鑑成績對學生的學習成果表現影響較小,對教師成果表現較具影響,亦即學校在推動教師評鑑制度著重在教師專業成長方面;在教師評鑑層面,以研究最具影響力,顯示學校在推動教學方面重視程度較低,較偏重在教師的研究能量。建議學校設計教師評鑑時,可考量納入其他衡量指標,有助於提升教師在教學的投入。
Recently, Universities in Taiwan encounter serious problems of admission deficiency. Therefore, the mode of education must be changed to ensure the teaching quality for excellence and improve the school's performance, In order to achieve this goal, teacher evaluation becomes a major policy for the Ministry of Education in Taiwan. In this study, secondary data analysis was used to explore the influence of teacher evaluation on school performance. Firstly, the relationship between the teachers' personal background and evaluation was analyzed. Secondly, the effect of teacher' evaluation system was considered on school performance. Results showed that teachers' personal background influences the results of teacher evaluation, and teachers' evaluation influence less on the performance of student learning, but more on teachers' achievement. It means that the teacher evaluation system focuses on the professional growth of teachers at school. Additionally, the effect of the teacher evaluation system is significant on teacher's research achievement, but less on teaching. According to these results, putting more measuring indices in the teacher evaluation might improve teacher's teaching.