臺北市國民中學教師專業發展評鑑實施成效之研究

Abstract

本研究旨在探討臺北市國民中學教師在參與教師專業發展評鑑後的實施成效。主要研究目的如下： 一、探討臺北市國民中學教師專業發展評鑑的實施成效。 二、分析臺北市國民中學不同背景變項的教師對教師專業發展評鑑實施成效看法的差異情形。 三、根據研究調查結果提出具體建議，以作為教育行政機關與學校實施教師專業發展評鑑之參考。 為達上述研究目的，本研究以自編之「臺北市國民中學教師專業發展評鑑實施成效」調查問卷為研究工具，研究對象為98學年度臺北市參與教師專業發展評鑑的公立國民中學教師，共發放540份問卷，回收465份，有效問卷為451份，回收率約為86％。問卷所得資料以統計軟體SPSS 17.0 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，並根據研究結果提出結論與建議，作為教育行政機關、國民中學、教師及未來研究之參考。玆將研究結論歸納如下： 一、教師專業發展評鑑「辦理方式」的實施成效良好。 二、實施成效較高的面向是自評與校內評鑑；較低的是編訂規準。 三、教師專業發展評鑑「評鑑層面」的實施成效良好。 四、實施成效較高的是教師自我省思；較低的是家長的回饋與合作。 五、不同背景教師對部分評鑑辦理方式實施成效的看法有所差異。 六、不同背景教師對部分評鑑層面實施成效的看法有所差異。

The purpose of the study was to investigate the effectiveness of professional development oriented teacher evaluation for junior-high-school teachers after participating in evaluation in Taipei. The main purposes of the study are as follows: 1. To understand the effectiveness of professional development oriented teacher evaluation for junior-high-school teachers in Taipei. 2. To analyze the opinions and differences of junior-high-school teachers with various background variables in Taipei about the effectiveness of professional development oriented teacher evaluation. 3. To present specific suggestions according to the results of the research for reference of education administration authority and junior high schools when planning for and implementing the professional development oriented teacher evaluation. To achieve the aforesaid purposes, the research method involved self-designed survey questionnaire named “The Effectiveness of Professional Development Oriented Teacher Evaluation for Junior-high Schools in Taipei”. The subjects in the study were junior-high-school teachers who participated in the professional development oriented teacher evaluation for 98 school year in Taipei. A total of 540 questionnaires were handed out, 465 questionnaires were returned, 451 were answered completely, and the return rate is about 86％. Data from questionnaires were analyzed by the statistical software SPSS 17.0 for Windows using descriptive statistics, t-test, and one-way ANOVA. Based on the findings of the study, some conclusions and suggestions are provided for education administration authority, junior-high schools, teachers and future research. The conclusions of the study are summarized as follows: 1. The effectiveness of the professional development oriented teacher evaluation in implementation ways is well. 2. The highest level of implementing effectiveness is “teacher self-evaluation and school evaluation”, and the lower level is “amendment criterias”. 3. The effectiveness of the professional development oriented teacher evaluation in evaluation levels is well. 4. The highest level of implementing effectiveness is “teacher self-reflection”, and the lower level is “the feedback and cooperation of parents”. 5. There is partially significant distinction of the effectiveness of evaluations in implementation ways according to diverse personal background. 6. There is partially significant distinction of the effectiveness of evaluations in evaluation levels according to diverse personal background.