新北市國中試行教師評鑑之研究
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2013
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Abstract
本研究係以新北市四所不同類型學校為研究對象，目的在於探究試行學校教師評鑑運作機制設計及其歷程、了解學校教師對於教師評鑑及運作機制的看法、分析影響教師參與試行之因素，以及探討試行之問題和回應。首先描繪四所試行學校應用教師評鑑內涵規劃運作組織和發展試行機制，其次藉由教師個人之經驗與實務感受，了解其對教師評鑑及運作機制的看法，第三引用Herzberg（1959）提出之激勵保健理論（Motivation-Hygiene Theory）分析影響教師參與試行的因素，以及歸納目前學校試行所遭遇的問題及教師的回應。
本研究採用質性為主，量化為輔之研究取徑，以訪談、文件、問卷等方法進行資料蒐集，經由研究者之詮釋理解與分析後，歸納研究結論如下：
一、試行學校教師評鑑運作機制設計的發展歷經「準備」、「規劃」、「實施」三階段並展現多元之運作模式。
二、試行學校教師在評鑑目的、評鑑標準、評鑑人員、評鑑資料蒐集方式、激勵誘因上的看法有其異同，而領導風格、行政支持和學校氛圍為評鑑持續推動之關鍵因素。
三、教師參與試行之影響因素可引用激勵與保健理論加以解釋，欲提高教師參與意願應先做好保健因素，而後強化激勵因素。
四、試行學校推動教師評鑑所遭遇的問題包含缺乏「執行共識」、「執行知能」與未能做好「執行規劃」，教師個人、學校行政單位各有其回應。
根據研究結果，提出相關建議，以供學校行政單位和政策擬定之參考。
The purpose of the study is to illustrate the design and process of the four junior high schools conducting pilot study of teachers evaluation, to understand the teachers' perspectives on the teaching evaluation, to analyze the teachers' motivations to be involved in the experimental evaluation, and to investigate the problems the participant teachers encountered and their responses to the challenges. First, this study interprets how four pilot schools design and implement teacher evaluation plans. Second, the research explores how teacher participants perceive teaching evaluation and its implementation. Third, Herzberg's Motivation-Hygiene Theory is employed to analyze the factors that motivate or disencourage teachers to be involved in the evaluation. Finally, the study makes suggestions from the findings of the pilot schools. Qualitative research methods have been used for the study. Data collection methods include interviews, documents, and surveys. The results from the analysis and interpretations by the researchers are as follow: 1.The implementation of the pilot school teacher evaluation have undergone three steps: "preparation", "planning", and "implementation". There exists a variety of implementation modles among four schools. 2.The teachers at the pilot schools show different views on the purposes of evaluation, standards of evaluation, staffs for evaluation, methods of collecting data, and motivation. In addition, leadership styles, collegial relation, and organizational atmosphere are all critical to promoting the evaluation. 3.Teachers’ motivaton to participating in teacher evaluation is varied and can be explained by Motivation-Hygiene Theory. The teachers’ motivation may be enhanced first by the hygiene-factors and then the motivation-factors. 4.The pilot schools that conducted teaching evaluations encountered problems such as the lack of "executive agreement", "executive knowledge", and fail to complete "implementation planning". The executive staff and the teachers of the pilot schools have different responses. Based on the study results, the study made suggestions to government, school systems to implement teacher evaluation.
The purpose of the study is to illustrate the design and process of the four junior high schools conducting pilot study of teachers evaluation, to understand the teachers' perspectives on the teaching evaluation, to analyze the teachers' motivations to be involved in the experimental evaluation, and to investigate the problems the participant teachers encountered and their responses to the challenges. First, this study interprets how four pilot schools design and implement teacher evaluation plans. Second, the research explores how teacher participants perceive teaching evaluation and its implementation. Third, Herzberg's Motivation-Hygiene Theory is employed to analyze the factors that motivate or disencourage teachers to be involved in the evaluation. Finally, the study makes suggestions from the findings of the pilot schools. Qualitative research methods have been used for the study. Data collection methods include interviews, documents, and surveys. The results from the analysis and interpretations by the researchers are as follow: 1.The implementation of the pilot school teacher evaluation have undergone three steps: "preparation", "planning", and "implementation". There exists a variety of implementation modles among four schools. 2.The teachers at the pilot schools show different views on the purposes of evaluation, standards of evaluation, staffs for evaluation, methods of collecting data, and motivation. In addition, leadership styles, collegial relation, and organizational atmosphere are all critical to promoting the evaluation. 3.Teachers’ motivaton to participating in teacher evaluation is varied and can be explained by Motivation-Hygiene Theory. The teachers’ motivation may be enhanced first by the hygiene-factors and then the motivation-factors. 4.The pilot schools that conducted teaching evaluations encountered problems such as the lack of "executive agreement", "executive knowledge", and fail to complete "implementation planning". The executive staff and the teachers of the pilot schools have different responses. Based on the study results, the study made suggestions to government, school systems to implement teacher evaluation.
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Keywords
教師評鑑, 中等學校教師專業標準, Teacher evaluation, teachers professional standards