The Research on the Cognition of Teachers’ self-Evaluation at Junior High Schools in Hsinchu County

• Main Author: 侯富苹
• Other Authors: 張國保
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/26035677357296085702

碩士 === 國立新竹教育大學 === 職業繼續教育研究所 === 95 === The purposes of this study aimed to understand junior high schools teachers' cognition of the purposes, the systems, data collecting, evaluation items and criteria, the problems and difficulties about the teacher's self-evaluation at in Hsinchu county. In addition, this research analyzed the differences between background variables and cognition of the teachers. ‘‘The Questionnaire on the Cognition of Teacher’s self-evaluation at Junior High Schools in Hsinchu County’’and interview were adopted as research tools. With a 85.5% response rate, 525 valid returns were received. All the quantitative data was analyzed by SPSS/11.5 version. Furthermore, 5 subjects were selected for further understanding of the research results. The research results were listed as follow: 1.The main purpose of teachers' self-evaluation should focus on their self-reflection for improving their performance. Besides, there were obvious differences in position, seniority, and age. 2.Compensation was the most adopted way for teachers who had high self-evaluations scores. Besides, there were obvious differences in position, seniority, and age. 3. The main data of teachers' self-evaluation should focus on ‘‘teachers' portfolio’’. Besides, there were obvious differences in position, seniority, and age. 4.Twenty-two criteria and five items were set up as follow： (1)The first domain was “teaching and management abilities” which be included “curriculum plan and instructional design” and “instructional activities and assessment”. (2)The second domain was “the ability of professional development”. “The ethics and rules of teachers ” and “the ability of reflection and development” were included. (3)The last domain was “the teachers social skills and services”. Besides, there were obvious differences in position, seniority, and age. 5.“Difficulties of setting up objective criteria” was expressed as the obstacle to teacher's self-evaluation. 6.There were significant difference in background variants which in the purposes, the systems, collecting data, the items and criteria about the teacher's self-evaluation, else in the problems and difficulties. According to the research findings and conclusion, the researcher proposed some concrete suggestions for educational administrators, schools, teachers, and further studies.