新北市國民中學教師對教師專業發展評鑑之認知與參與意願研究

Abstract

本研究旨在探討新北市國民中學教師對教師專業發展評鑑之認知與參與意願之現況，瞭解不同個人背景變項教師對教師專業發展評鑑之認知與參與意願的差異情形，並探討兩者之間的關係，最後提出建議以供教育行政機關、學校及未來研究之參考。 本研究以新北市10所市立國民中學參與教師專業發展評鑑之教師為研究對象，採問卷調查法，以「新北市國民中學教師專業發展評鑑認知與參與意願調查問卷」為研究工具，並針對10所參與教師專業發展評鑑之教師進行全面調查，共發放267份問卷，有效問卷為250份，有效回收率為93.6%。再進一步以描述性統計、t檢定、單因子變異數分析、皮爾遜(Pearsons)積差相關等統計方法，進行資料分析並獲以下主要結論： 一、新北市國民中學教師對教師專業發展評鑑實施內涵之認知情形良好。 二、新北市國民中學教師在參與「教師專業發展評鑑」方案意願受影響程度為中等。 三、新北市國民中學不同「性別」、「服務年資」、「擔任職務」、「參與教師專業發展評鑑年資」教師對新北市國民中學教師專業發展評鑑之認知看法有明顯差異。 四、新北市國民中學不同「年齡」、「教育程度」教師對教師專業發展評鑑實施內涵之認知看法一致 。 五、新北市國民中學不同「性別」、「年齡」、「教育程度」、「服務年資」教師在參與「教師專業發展評鑑」方案意願之看法一致。 六、新北市國民中學對教師專業發展評鑑實施之認知與參與意願具有低等程度的相關。 依據結論分別對教育行政機關、國民中學學校及未來進一步研究等三方面，提出建議。

This study was amided to explore the current situation of Teacher’s Professional Development Evaluation Cognition and Participation Willingness to junior high school teachers in New Taipei City, to understand different perspectives on various background of the teachers, to investigate the above relationships, to give suggestions to educational administration institutes and schools, and finally to provide the references for future researches. In this research, the objects are teachers who had participated in Teacher Professional Development Evaluation from ten public junior high schools in New Taipei City, and a questionnaire is used in the study. There were total of 267 questionnaires handed out, 250 valid questionnaires, and 93.6% returning the questionnaire. Furthermore, Descriptive Statistics, T-Test, One-Way ANOVA, Pearson Product-Moment and other related statistic methods for data analysis were conducted. Conclusions of the present study are as bellows. 1. Junior high school teachers understand the content of Teacher Professional Development Evaluation well in New Taipei City. 2. The influence of the participation willingness for Teacher Professional Development Evaluation to junior high school teachers in New Taipei City is moderate. 3. There are significant differences on different gender, level of education, job postsition andthe numbers of year teachers had participated in Teacher Professional Development Evaluation to Cognition and Participation Willingness for Junior High School Teacher in New Taipei City. 4. Junior high school teachers who are in the same age and level of education have the same perspective on the cognition of the content of Teacher Professional Development Evaluation in New Taipei City. 5. Junior high school teachers who are not in the same gender, level of education, job positions and numbers of the years participated in Teacher Professional Development Evaluation have the same perspective on participation willingness of Teacher Professional Development Evaluation in New Taipei City. 6. The cognition and participation willingness of Teacher Professional Development Evaluation for Junior High School Teacher in New Taipei City have low influence to each other. Based on the results of the study, suggestions of the following three aspects, educational administration institutes, schools and the references for future researches, are provided.