Junior High School Teachers’Participation in Selecting and Recruiting Teachers of School Teacher Evaluation Committee in Taipei County

• Main Authors: Yuncheng Fang, 方雲程
• Other Authors: Chyishyam Tsay
• Format: Others
• Language: zh-TW
• Published: 2004
• Online Access: http://ndltd.ncl.edu.tw/handle/17001059633876338328

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === Junior Hight School Teachers’ Participation in Selecting and Recruiting Teachers of School Teacher Evaluation. Committee in Taipei County. This research aimied to explore both of the domestic and foreign systems of selecting school teachers, to analyze the status quo of those middle school teachers of Taipei County who have participated in the work of selecting teachers, to explore the relevant factors which affect those middle school teachers who have participated in the work of selecting teachers, to analyze what functions they have played when participating in the work of selecting teachers; and, in accordance with results of the research, to bring forth concrete proposals to school administrations and educational agents for their references. Both methods of document analysis and questionnaires inquiry have been applied in this research, and based on the exploring of documents, research objectives and problematic issues, questionnaires on “Middle School Teachers Participating in the Work of Selecting Teachers Conducted by the Committee of Teacher Evaluation” have been made available to teachers of all 75 public middle schools in Taipei County.( including 13 county high schools)A tatal number of 708 copies of valid questionnaires have been sorted out from the recovery, and conclusions are made as follows after the acquired materials have been analyzed with the statistical frequency distribution and the percentage homogeneity x-square test. 1.It corresponds with the principles of democracy that secret？ ballots elect members of the Committee of Teacher Evaluation. 2.The criteria of selecting a qualified teacher are set in the order of the following: ”full knowledge of science”, “capability of management of class”, “enthusiastic in education”, “benevolent and patient” and “good at dealing with people, good at making themselves known”. 3.The duties of selecting teachers have distinctively set up in most schools, yet that school authorities seek advice from teachers over the future development, characteristics and need for teacher falls at the lowest rate. 4.The most troubled issue raised in the selection of school teachers is that the related meetings are held in winter/summer vacation which disrupts the schedules that most teachers have planned, and thus deterring them from participating in the selecting work; the phenomenon of illegal lobbying has remarkably improved. 5.Most of the illegal lobbying to sway the decision of Committee of Teacher Evaluation comes from “people’s representatives of various assemblies”, and those coming from “county/city personnel” and “principals” have accounted for 20 percent, according to the statistics. 6.Schools that have set up another “teacher-selecting committee” to deal with the selecting work as a whole take up a large proportion in them. 7.The ratios that schools self-handle the work of selecting teachers stand on the top. 8.The reluctant rate to be the member of the Committee of Teacher Evaluation remains on the top, yet situation has changed distinctly after years of implementation. 9.The main reason that teachers are willing to be the members of the Committee of Teacher Evaluation is that they can select teachers on behalf of school to suit its needs, and it is a substantial fulfillment of independent personnel affairs for school. 10.The main reason that teachers are reluctant to be the members of the Committee of Teacher Evaluation is that most of the meetings and work related to the Committee of Teacher Evaluation come up in summer/winter vacation which has disrupted teachers’ personal schedule and the extra, trivial work load have worsened the reluctance. 11.Teachers who participate in the work of selecting teachers can select and emulate those would-be teachers with specialty. 12.Base on the teaching independence, teachers who participate in the work of selecting teachers can invite more suitable teachers for service for their schools, it is a materialization of democratization and a transfer of educational power to the lower level. 13.Teachers who participate in the work of selecting teachers can further identify with their schools, pay attention to the development of their schools, and strengthen the cohesion toward schools. 14.Teachers who participate in the work of selection teachers attend meetings, discuss, and obtain consensus to achieve the integrated effectiveness.