桃園縣國民中學教育人員對教師專業發展評鑑實施意見之研究

Abstract

本研究旨在瞭解桃園縣國民中學教育人員，對於教育部補助試辦教師專業發展評鑑實施計畫的意見包括試辦教師專業展評鑑的目的、基本精神、實施原則、評鑑組織、評鑑內容、評鑑規準、評鑑方式、評鑑途徑、評鑑結果的處理以及評鑑的配套措施十個層面的支持度，以及對整體試辦教師專業展評鑑內涵的認同度，並且比較不同背景變項教育人員包括性別、年齡、現任職務、服務年資、最高學歷、學校規模，對於試辦教師專業發展評鑑內涵支持度或認同度的差異情形，同時探討教育人員對於試辦教師專業展評鑑所關注相關課題的意見。 為回答研究問題並進而達成研究目的，本研究採取量化問卷調查法為主、輔以質性教育人員訪談法為輔的研究方法，進行實徵研究。研究者以自編「桃園縣國民中學教師專業發展評鑑實施意見調查問卷」，對桃園縣國民中學校長、主任、組長、導師及專任教師實施調查研究，共計發出問卷967份，回收問卷645份（66.7%），有效問卷563份（87.3%）。研究調查所得之資料以SPSS 12.0 for Windows 電腦套裝軟體進行平均數、標準差、t 考驗、獨立樣本單因子變異數分析、並以雪費法（Scheffe’smethod）進行事後比較等統計方法分析討論，並輔以訪談資料，獲致結論有：教育人員的意見，多數贊同試辦教師專業發展評鑑各層面與整體內涵；部分不同背景變項教育人員，對部分試辦評鑑內涵的意見達顯著差異；面對相同的法令，教育人員各自表述的弔詭現象，教育當局應正視試辦評鑑法源依據爭議性的挑戰；暢通試辦教師專業發展評鑑的溝通管道，以提升教師評鑑資訊掌握度；不同職務教育人員對試辦評鑑政策的理解與因應，存在個別差異；教育人員主觀預期推動評鑑必須面對與解決諸多課題；推動試辦教師專業發展評鑑需要整備相關配套措施。

The substance of this research is to realize the opinions of the teaching staff in junior high schools in Taoyuan about 「MOE Subsidy Programs for the experimental Teacher Professional Development Evaluation」. Including 10 aspects of the purpose, basic concept, applied principles, evaluation organization, evaluation contents, evaluation criteria, evaluation methods, evaluation channels, the disposal of the evaluation results, evaluation supplementary measures, and the identification of the entirety experimental Teacher Professional Development Evaluation. Meanwhile, to discuss the support differences of experimental Teacher Professional Development Evaluation for the teaching staff in different backgrounds of sex, age, school position, teaching years, educational background, and the school scale. In order to answer the research questions and achieve the research purpose, this research takes the quantitative questionnaire survey as the first and the qualitative teaching staff interview as the second. The above two research methods are to do the empirical study. The researcher takes the hand-out questionnaires 「The survey of the Teacher Professional Development Evaluation for the teaching staff in junior high schools in Taoyuan」 to Taoyuan county junior high school principals, directors, group leaders, homeroom teachers, subject teachers to do the survey research. The total distributed questionnaires are 967, and the take back questionnaires are 645. (66.7%), the effective questionnaires are 563.(87.3%). The data of the research survey is from the SPSS 12.0 for Windows, the computer package software, to find out the average, standard deviation, t-test, one-way ANOVA independent samples, and use Scheffe』 method to do the unplanned comparisons to analyze and discuss the statistics. And the interview materials to get the follow conclusions :1. Most of the teaching staff agree with the each aspect and the whole opinions about the experimental Teacher Professional Development Evaluation.2. There are some differences in the opinions of the experimental Teacher ProfessionalDevelopment Evaluation in the teaching staff of different background.3.The challenges of facing the controversy of the materials of the testing teacher’s professional development evaluation program.4.Developing the ways of communication of the professional development evaluation program to improve that teachers can get the information of evaluation. 5.The differences of understanding and reflection of the evaluation policy between educators in different positions.6.Predicting positively about the difficulties and solutions when executing the evaluation program 7.Impelling the testing evaluation policy needs to maintain related supplementary measures.