我國國小教師參與教師專業發展評鑑之研究

A Study on Teacher Professional Development Evaluation of Elementary School Participated Teachers in Taiwan

李佩娟(Pei-Chuan Li)

指導教授 ： 楊慶麟 ； 黃坤錦

中原大學/人文與教育學院/教育研究所/碩士(2012年)

https://doi.org/10.6840/cycu201200236

摘要

本研究之目的在於探討我國參與滿兩年之國民小學教師對教師專業發展評鑑的意見，並分析不同背景變項之教師對於教師專業發展評鑑看法的差異情形。
本研究採取的研究方法為自編之調查問卷及訪談。問卷調查部分，共計1000人作為調查對象，回收有效問卷808 份，有效回收率為80.8％。訪談對象抽取六位有參與之教師以及四位未參與之教師。問卷所得資料以統計軟體SPSS 18.0 for Windows 進行處理，採描述統計、t考驗及單因子變異數分析等統計方法進行分析，並輔以訪談所得資料，獲得以下的研究結論：

一、國小教師對「辦理方式」、「實施困境」、「建議策略」及「知覺專業成長情形」皆為中等以上的認同度。
二、在辦理方式中，以「評鑑結果處理」得分最低；在知覺專業成長情形中，以「班級經營與輔導」得分最低。
三、國小教師認為評鑑最大困境為「無充裕時間參與」，最佳建議為「簡化評鑑流程與書面作業」。
四、在參與評鑑後，主任比級任教師在專業成長有較高的知覺情形。
五、各縣市對評鑑整體看法皆為中等以上認同；其中臺東縣對評鑑整體看法趨於一致。

關鍵字

教師專業發展評鑑 ； 教師專業發展 ； 教師評鑑

並列摘要

The purpose of this study is to investigate the opinions of elementary school teachers after participating teacher professional development evaluation for two years in Taiwan, and to analyze the opinions and differences of elementary school teachers with various background variables.
The research method involved self-designed survey questionnaire and interviews. A total of 1000 questionnaires were handed out, 808 questionnaires were answered completely, and the valid return rate was 80.8％. The interviews included 6 teachers participated in this prgoram and 4 teachers did not. Data from questionnaires were analyzed by the statistical software SPSS 18.0 for Windows using descriptive statistics, t-test, and one-way ANOVA; and interview data were analyzed qualitatively.
The conclusions of this study are summarized as follows:
1.The recognition of elementary school teachers about “implementing ways”, “implementing difficulties”, “the suggestions given to this program”, and “the awareness of promoting professional abilities” all achieve upper-moderate degree.
2.“Dealing with evaluation results ” is the lowest level in the dimension of implementing ways; “classroom management and counseling” is the lowest level in the dimension of the awareness of promoting professional abilities.
3.The major difficulty encountered by elementary school teacehers in evaluation is “lacking of time to participate”, and the major suggestion is “simplifying the process of evaluation and paper work”.
4.After participating the evaluation, the directors have higher awareness of promoting professional abilities than homeroom teachers.
5.The participated counties in Taiwan achieves upper-moderate degree in the recognition of the evaluation. There are similar opinions on the all dimensions of the evaluation in Taitung County.

並列關鍵字

teacher evaluation ； teacher professional development ； teacher professional development evaluation

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