我國國民小學教師自我評鑑效能感之研究－以桃園縣國民小學為例－

A Study of the Efficacy of Teachers' Self-Evaluation in Taoyuan Elementary Schools

高曉婷(Hsiao-Ting Kao)

指導教授 ： 楊朝祥

中原大學/人文與教育學院/教育研究所/碩士(2004年)

https://doi.org/10.6840/cycu200400069

摘要

中文摘要

本研究旨在探討國小教師自我評鑑的效能感，以了解教師對自我評鑑項目重要性的看法，以及現階段國小教師自我評鑑能力的程度與差異情形。以提供教師自我省察，為教育行政機關、學校等相關單位實施教師自我評鑑之參考，藉以提升教師教學績效、專業成長，以及校務革新的目的。

為達上述目的，本研究首先採用文獻分析，歸納教師自我評鑑之相關理論與研究，依文獻研擬調查問卷以獲得國小教師的看法。本研究以桃園縣國小教師為研究對象，以「我國國民小學教師對教師自我評鑑項目意見調查」與「我國國民小學教師自我評鑑能力調查」問卷為研究工具。問卷調查的統計分析採用次數分配、百分比、平均值、標準差、獨立樣本t考驗、單因子變異數分析、雪費法（Scheff’s methed）事後比較。

本研究的結論如下：
一、鼓勵教師透過自我評鑑，來協助其教師專業的發展。
二、教師自我評鑑的內容應包含九個面向、共四十九個評鑑項目，且用於實施教師自我評鑑時應均衡周延。
三、在實施教師自我評鑑時，受於時間與教育資源限制的情況下，可依據自我評鑑面向與項目重要性之順序，分成多年循環來實施之。
四、國小教師知覺於九大面向其具有充足的自我評鑑能力，可將自我評鑑的方法納入教師評鑑制度中，唯六項評鑑項目的自我評鑑能力仍需加強培訓之。
五、背景變項不同之國小教師於九大面向之自我評鑑能力部分有顯著差異。
六、背景變項不同之國小教師於四十九項之自我評鑑能力有顯著差異。

根據上述研究結論，對教育行政單位及師資培育機構、學校、教師以及未來後續研究，提出幾點建議。

關鍵字

教師評鑑 ； 教師自我評鑑能力 ； 教師自我評鑑項目 ； 教師自我評鑑 ； 教師專業成長 ； 教師效能感

並列摘要

Abstract

The purpose of this study is to explore elementary school teachers’ efficacy of self-evaluation. From a study of this nature, both teachers’ perceptions about the importance indicators and the abilities of teacher self-evaluation were investigated. The conclusions of this study could be provided for teachers to conduct self-examination, and for educational and school administrators to improve teacher’s teaching efficiency, professional development.

To reach these purposes, literature review was adopted to analyze related theories and researches related to teacher’s efficacy. Two questionnaires, “The Survey of Teachers’ Opinions on Teacher Self-Evaluation Indicators in Elementary School” and “The Survey of Teachers’ Ability on Teacher Self-Evaluation in Elementary School”, were developed by the investigator to gather opinions from elementary school teachers in Taoyuan County. Descriptive statistic techniques, including frequency, percentage, mean, and standard deviation and inferential statistics methods, including one-way ANOVA and Scheff’s method, were adopted to analyze collected data.

The main conclusions of this study were as follows:
1. School authorities could use self-evaluation results to encourage teachers for professional development.
2. The content of teacher self-evaluation, which included nine performance areas and forty-nine indicators, should be thoroughly implemented.
3. Even under the constraint of time and resources, teacher self-evaluation could be completed in multiyear cycles according to the importance order of self-evaluation performance areas and indicators.
4. Elementary school teachers have sufficient self-evaluation ability in nine self-evaluation performance areas. Therefore, self-evaluation could be adopted in teacher evaluation system. However, six evaluation indicators which belonged to teacher self-evaluation ability still needed to put more emphasis on training.
5. Elementary school teachers’ demographic variables had significant effect on self-evaluation ability of nine performance areas.
6. Elementary school teachers’ demographic variables had significant effect on self-evaluation ability of forty-nine indicators.

Based on the conclusions above, this study provided recommendations for the educational administration agencies, teacher training institutions, schools, teachers, as well as for future researches.

Keywords：efficacy of teachers、teachers’ evaluation、
teachers’ self-evaluation、teacher self-evaluation indicators、
teacher self-evaluation ability、teacher professional development

並列關鍵字

teacher professional development ； teacher self-evaluation ability ； teacher self-evaluation indicators ； teacher self-evaluation ； efficacy of teacher ； teacher evaluation

參考文獻

單小琳（2000）。教師成長檔案與專業發展。學校行政雙月刊，9，46-57。

張德銳（1999）。我國中小學教師評鑑的檢討與展望。師友，381，5-8。

楊國賜（1997）。現代教師如何建立專業知能和地位。師友，241，1-2。

朱淑雅（1998）。國民小學教師評鑑效標之研究。國立台北師範學院民教育研究所碩士論文。

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