運用三百六十度回饋機制於教師教學改 進之行動研究 -以桃園縣一位國民小學教師為例

An Action Research of 360-degree Feedback for Teaching Improvement -A Case Study of an Elementary School Teacher in Taoyuan County

姚采町(Cai-Ting Yao)

指導教授 ： 簡玉敏

中原大學/人文與教育學院/教育研究所/碩士(2010年)

https://doi.org/10.6840/cycu201000226

摘要

摘要
三百六十度回饋機制盛行於歐美國家已多年，我國直至近年才由企業界引進而漸漸顯現成效，真正應用在我國教育界則發生在這兩年，應用的範圍大多在了解教育人員對此機制的認同、支持度以及國中小教師的績效評核之可行性。有鑑於此，本研究嘗試運用三百六十度回饋機制於國民小學教師教學並用以提昇教學效能。
本研究採用行動研究法，選取國民小學一位任教於五年級的級任教師為主要參與者，其他協同參與者分別為該校之訓導主任、教學組長、同年級二位級任教師以及所任教之班級學生。研究實施步驟首先請協同參與者填寫教學效能問卷，以了解教師的教學優弱勢；其次，教師與同儕教師共同討論教學改進之具體策略；再者，利用問卷調查來探究教師教學效能之改進結果，並且以觀察探究影響教師教學改變之歷程；最後，以深入訪談教師影響初任教師教學改進之因素。
根據研究目的與研究發現，本研究獲得以下結論：
一、三百六十度回饋機制改善藍藍教師教學效能。
二、運用三百六十度回饋機制了解藍藍老師教學改善情形，得知四種不同回饋人員均認為
藍藍老師的整體教學效能普遍提昇。
三、歷經了「摸索期」、「適應期」與「穩定期」三階段的教學改進歷程，藍藍老師明顯改善
了班級常規，並營造良好班級氣氛。
四、影響教師教學效能改進之因素，有以下三項：教師對三百六十度回饋機制之正向看法、
正向支持之組織文化、具有反思、自信與責任之個人特質。
五、運用三百六十度回饋機制以提昇教學效能所遭遇的困境有以下四項：「人情壓力」、「時
間難以配合」、「心理排斥」以及「缺乏教學經驗分享機制」。

關鍵字

行動研究 ； 三百六十度回饋機制 ； 教學效能

並列摘要

Abstract
In Europe and USA, 360-degree Feedback have already been widely used in corporate field and education field in recent years. Until now, few related studies about applying 360-degree Feedback to education has been needed in Taiwan. Those studies emphasize on discussing educator’s recognition and support for 360-degree Feedback and the feasibility of assessment for teachers in junior high and elementary schools. Therefore, the purpose of this study is to explore the application of 360-degree Feedback on one elementary school teacher at Taoyuan county to improve her teaching effectiveness.
This study employed an action research. By using purposive sampling, this study chosed one fifth-grade classroom teacher as the research participant. Other cllaborative participants were composed of the chief of one director of student affair, two classroom teachers of the fifth grade and the students of this teacher. Data collection methods included surveys, in-depth interviews, teaching observations, research journal. Research steps were as follows. First, collaborative participants filled out questionnaire of teaching effectiveness to assess the teacher’s teaching advantages and disadvantages. Secondly, the teacher and her colleagues discussed collaboratively specific strategies for teaching improvement. Likewise, we also explored how 360-degree Feedback affected teacher’s teaching performance. Finally, we understood the factors of improveing teaching.
According to the research purposes and research findings, this research acquired the following conclusions:
1.The use of 360-degree Feedback could assess the teacher’s teaching effectiveness.
2.The use of 360-degree Feedback improved teaching effectiveness. Four different feedbacks that staffs agreed that the teacher's overall teaching effectiveness is improved.
3.The teacer experienced three stages of exploration, adaptation, stablization to improve sttudents’ discipline, and further created positine classroom climate.
4.Three fuctors of improving teaching effectiveness included: Teachers’ positine opinions toward the 360-
degree Feedback, of the organizational culture, personal characteristic, with reflection, self-confidence and responsibility.
5.Four difficulties encountered when using the 360-degree Feedback included interpersonal pressure,
difficulty of finding time to meet, psychological rejection and lack of teaching experience-sharing mechanism.
According to the above findings, the researcher proposed some suggestions for the teacher, the administrative authorities, the elementary school, and teacher preparation program.

並列關鍵字

360-degree Feedback ； Teaching Effectiveness ； Action Research

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