| Summary: | 碩士 === 國立台北師範學院 === 國民教育研究所 === 86 === The major purpose of this study is to develop the structure of teacher evaluation criteria in elementary schools. At the same time, school educators''''attitudes toward the importance and the feasibility of teacher evaluation criteria are investigated.Practical suggestions on educaitional policy-making will then be provided for educational authorities for reference. The study first reviews the related literature in order to explore the theoretical foundation and develop forty-six criteria of teacher evaluation. Secondly, the questionnaires which are developed by the researcher are used tosurvey the attitudes of school educators in elementary schools. The subjects are randomly selected from twenty-five administrative divisions in the Republic of China. Seven hundred and forty-one questionnaires are collected ingood condition. Factor analysis, mean, standard deviation, percentage, t-test,and one-way ANOVA are adopted to analyze the data. The study has come to the following conclusions: 1.There are forty-six criteria which belong to the seven performance areas to be selected and applied in the process of teacher evaluation. 2.Each of the forty-six criteria has its significance. 3.Besides the importance, if we focus on the feasibility of these forty-six criteria,there are twenty-seven criteria to be firstly selected and applied.4.When we compare the differences of school educators'''' views on the importance and the feasibility fo teacher evaluation criteria, there are more divergen- cies and pessimism on the feasibility in practice. 5.The views of the importance and the feasibility toward teacher evaluation vary with the background of the elementary school educators.These variations are intricate. Finally,several suggestions have been made for teacher evaluation person- nel,teachers, teacher training institutions as well as for researchers.
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