Current Implementation Situation and Problems of Teacher Professional Development Evaluation toward the Experimental Elementary School Teachers in Central Taiwan

• Main Authors: JUI-FU HUNG, 洪瑞富
• Other Authors: HUI-FEN CHEN
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/87304394441100172847

碩士 === 國立臺中教育大學 === 教育學系 === 96 === The study is aim to investigate on the outcome of carrying out the evaluation on the professional development of elementary school teachers in central Taiwan, the perception of teachers on the evaluation content, effect and the difficulties occurred, and comparing the differential perception of tested teachers from different background. Beside this, the identification of those primary school teachers who are not willing to carry out the test on second year, the outcome of the trials, effect and difficulties, and their reasons are also the purposes of this study. To achieve the aforementioned objectives, the study proceed first with the collection and analysis of the bibliography, set up the frame, and edited a questionnaire towards “Questionnaire for current implementation situation of teacher professional development evaluation toward the experimental elementary school teachers in central Taiwan”, took census on the 20 experimental school teachers in 2006 academic year. 568 copies of questionnaire were distributed, 496 were retrieved (87.3%), while 491(86.4%) were found effective. 34 copies of questionnaire were distributed to those teachers who didn’t carry out the re-evaluation the second year, 26(76.7%) copies were retrieved, 26(76.7%) copies were found effective. The statistic methods adopted were descriptive statistic analysis, independent specimen t-test and one-way ANOVA analysis. After analyzing and discussing all collected data, it is concluded as below. 1. The experimental teachers could identify themselves with the evaluation content of the experimental teacher professional development evaluation . 2.The identification of male teachers, evaluation promoter committee members, appraisers, directors, section chiefs or teachers with a master degree background could mostly appreciate the whole evaluating content. 3.The implementation rates of the experimental teacher professional development evaluation are most high but evaluation aspect, evaluation tools, educators outside school, re- evaluation are low. 4.The experimental teachers gave positive attitude to the effect of the professional development 5.The perception on the effect of evaluation is more significant with male teachers, evaluation promoter committee members, appraisers, directors, section chiefs or teachers with a master degree background. 6.The willing to continue the evaluation on the professional development among the tested teachers is moderate, need to be enhanced. 7.The experimental teachers percept that the evaluation has high difficulty, the major difficulty would be to increase the work load, the incomprehensive regulations and evaluation system. 8.Experimental teachers with master degree percept higher difficulty in whole evaluation and each level. The evaluation promoter committee members, appraisers, directors, male experimental teachers percept higher difficulty in some evaluating level. 9.Those teachers who didn’t participate the re-evaluation the second year could acknowledge the whole evaluation content. The entire effect of evaluation and the entire difficulty of the evaluation were classified as middle-high level. The entire effect of the evaluation of experimental primary school teachers has only higher scores than those who did not carry out the re-evaluation the second year. 10.The main reasons for those who didn’t carry out the re-evaluation the second year is the increase of work load, emphasized too much on the paper work and couldn’t obtain the majority endorsement from the school administration meeting. According to the above conclusion, I propose some recommendations for educators, school, educational administrative organization and future survey’s reference.