| Summary: | 碩士 === 中原大學 === 教育研究所 === 92 === Abstract
The purpose of this study is to explore elementary school teachers’ efficacy of self-evaluation. From a study of this nature, both teachers’ perceptions about the importance indicators and the abilities of teacher self-evaluation were investigated. The conclusions of this study could be provided for teachers to conduct self-examination, and for educational and school administrators to improve teacher’s teaching efficiency, professional development.
To reach these purposes, literature review was adopted to analyze related theories and researches related to teacher’s efficacy. Two questionnaires, “The Survey of Teachers’ Opinions on Teacher Self-Evaluation Indicators in Elementary School” and “The Survey of Teachers’ Ability on Teacher Self-Evaluation in Elementary School”, were developed by the investigator to gather opinions from elementary school teachers in Taoyuan County. Descriptive statistic techniques, including frequency, percentage, mean, and standard deviation and inferential statistics methods, including one-way ANOVA and Scheff’s method, were adopted to analyze collected data.
The main conclusions of this study were as follows:
1. School authorities could use self-evaluation results to encourage teachers for professional development.
2. The content of teacher self-evaluation, which included nine performance areas and forty-nine indicators, should be thoroughly implemented.
3. Even under the constraint of time and resources, teacher self-evaluation could be completed in multiyear cycles according to the importance order of self-evaluation performance areas and indicators.
4. Elementary school teachers have sufficient self-evaluation ability in nine self-evaluation performance areas. Therefore, self-evaluation could be adopted in teacher evaluation system. However, six evaluation indicators which belonged to teacher self-evaluation ability still needed to put more emphasis on training.
5. Elementary school teachers’ demographic variables had significant effect on self-evaluation ability of nine performance areas.
6. Elementary school teachers’ demographic variables had significant effect on self-evaluation ability of forty-nine indicators.
Based on the conclusions above, this study provided recommendations for the educational administration agencies, teacher training institutions, schools, teachers, as well as for future researches.
Keywords：efficacy of teachers、teachers’ evaluation、
teachers’ self-evaluation、teacher self-evaluation indicators、
teacher self-evaluation ability、teacher professional development
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