各界對於實施約十年的大學教師評鑑能否提升高等教育之教學品質仍存有爭議,因此,大學教師評鑑對教師對於教學品質有何影響是本研究欲了解的核心問題。本研究主要研究問題如下: 一、探討評鑑制度對大學教師在教學行為(包括:理念、課程準備、師生互動、評量、教學成效)的影響為何? 二、探討評鑑制度對大學教師在教學、研究及服務三者的分配、取向與選擇? 三、探討評鑑制度對大學教師在專業自主的影響為何。 本研究採質性研究方法,針對某國立大學之十五位專任教師進行訪談。透過半結構式的訪談綱要,得到研究參與者對於大學教師評鑑與教學之間的想法與看法,本研究透過研究過程得到以下四點結論: 一、大學教師心中所認為的評鑑制度:項目繁雜且太過重視量化 二、使命感是影響大學教師工作投入與否因素 三、教學行為隨評鑑規範而有所改變,但教學品質並不一定因此提升 四、大學教師評鑑對專業自主權可能產生影響
The University Teacher Evaluation in Taiwan has been implemented about ten years, but it’s still a controversial issue which the university teacher evaluation can enhance the teaching quality. Thus, the main idea of this research is to understand how evaluations affect the teaching quality( in university). The purposes of this study are as followings: 1.To discuss how the evaluation affect teaching behaviors (including idea、 course preparation、teacher-student interaction、assessment and teaching effect) 2.To explore the evaluation system affect university teachers how to distribute、decide and select on their teaching, research and service. 3.To investigate how the evaluation affect teacher’s professional autonomy. Semi-structured interview of quantitative research methods is conducted with fifteen full-time faculties of one national university. The conclusions of the study are summarized as followings. 1.The ideas of University Teacher about evaluation system are complicated and also emphasis on quantification. 2.Mission is a key point for affect university teacher to the proportion of assign tasks. 3.Teaching behavior of university teachers have changed by the evaluation, but the quality of education is unnecessarily enhanced. 4.The university teacher Evaluation may have an impact on professional autonomy