高職教師專業發展評鑑困境與因應對策之研究

A Study of Difficulties and Coping Strategies of Teacher Professional Development Evaluation in Senior Vocational Schools

劉姵均(Liu, Pei-Chun)

指導教授 ： 曾淑惠

國立臺北科技大學/人文與社會科學學院/技術及職業教育研究所/碩士(2013年)

https://doi.org/10.6841/NTUT.2013.00321

摘要

本研究旨在瞭解高職教師專業發展評鑑困境與因應對策之情形，藉由研究者自編之「高職教師專業發展評鑑困境與因應對策之問卷調查」為研究工具，調查對象以全國公、私立高職正式教師為主要調查研究對象，共發出1,205份問卷，獲取有效研究樣本為780份，有效問卷回收率為64.73%。
調查所得資料以描述性統計、單一樣本t檢定、獨立樣本t檢定及單因子變異數分析等統計方法加以分析，獲致研究結論如下：
一、高職教師專業發展評鑑之困境知覺偏高，以「評鑑方式」構面困境知覺最高，「教師心態」構面困境知覺最低。
二、高職教師專業發展評鑑面臨困境的因應對策高度認同，以「評鑑政策內涵」構面認同程度最高，「教師心態」構面認同程度最低。
三、「男性」、「公立」、「未曾參與教師專業發展評鑑」之高職教師，知覺教師專業發展評鑑困境較高。
四、「處室主任」、「私立學校」之高職教師，知覺教師專業發展評鑑面臨困境時的因應對策之認同程度較高。

關鍵字

高職教師 ； 評鑑 ； 教師專業發展評鑑

並列摘要

This study intends to understand the current status of difficulties and coping strategies in the evaluation of senior vocational school teachers’ professional development. It adopts researcher’s self-edited「Questionnaire of Difficulties and Coping Strategies in the Evaluation of Senior vocational school Teachers’ Professional Development」as research method to implement a survey, and the main research objects are the full-time teachers of senior vocational schools nationwide. 1,205 copies of questionnaire were sent out, and 780 valid copies returned with a valid response rate of 64.73%.
After conducting the descriptive statistics, one-sample t test, independent-sample
t test and One-way ANOVA to analyze the collected data, the research conclusions are shown as follows:
1.Perception degrees of difficulties in the evaluation of senior vocational school teachers’ professional development are「significantly above the average degree」, among which, the difficulty in「evaluation method」has the highest perception degree; on the contrary, the difficulty in「teachers’ mindset」 has the lowest.
2.In addition, identification degrees with the coping strategies when perceiving the difficulties in the evaluation of senior vocational school teachers’ professional development are「significantly above the average degree」, among which,「connotation of evaluation policy」has the highest identification degree; on the contrary,「teachers’ mindset」has the lowest.
3.For 「male」and 「public」senior vocational school teachers who 「has never participated in the evaluation of teacher’s professional development」, they have a higher perception of difficulties in the evaluation of teacher’s professional development.
4.For senior vocational school teachers who serve as「director in division or department」at private schools, they will have a higher degree of identification with the coping strategies when perceiving the difficulties in the evaluation of teacher’s professional development.

並列關鍵字

senior vocational school teachers ； evaluation ； teacher’s professional development evaluation

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