A Study on Elementary School Teachers's Professional Development Evaluation Identification

• Main Authors: LIN HSING-CHUN, 林幸君
• Other Authors: 鄭崇趁
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/54879815897115112788

碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 96 === The research aims to investigate how elementary school teachers identify themselves with the teacher professional development evaluation sponsored by the Ministry of Education. Targets to be achieved in this research include: (1) To have a better understanding of how elementary school teachers in Taipei City identify themselves with the teacher professional development evaluation and its current situation. (2) To analyze whether and to what extent the elementary school teachers with different backgrounds can exert any influence on the teacher professional development evaluation. (3) Exploration of the difficulties and what teacher professional development evaluation might incur in the elementary schools in Taipei City. (4) Provide suggestions for the promotion of teacher professional development evaluation. To achieve the targets, questionnaires were distributed to public elementary school teachers in Taipei City. A total of 800 questionnaires were dispatched and 588 returned (542 were applicable and 46 questionnaires were rejected). The recalling rate was 74%.Data were analyzed through independent t-test and further comparison and statistical analysis based on Scheffe’s method were performed, the conclusion of this study were: (1)Significance were shown in the contents and characteristics of the teacher professional development evaluation. (2)Elementary school teachers in Taipei City identified themselves with and showed an inclination to the index of the teacher professional development evaluation. (3)Teachers identified themselves the most with models for the teacher professional growth at elementary school. (4)Elementary school teachers of Taipei City identify the evaluation index of the teacher professional development evaluation better than the way it is implemented. (5)Discrepancy were found in terms of the teacher’s age, seniority, academic backgrounds, position and the scale of school together with the identification with the index of the teacher professional development evaluation. (6)Teacher’s participation in this research, study related and the experimental teacher professional development evaluation had a great influence on the identification with the teacher professional development evaluation. (7)Valuable information were obtained through check lists and teaching portfolios. (8)The best way to set up a model for the teacher professional development evaluation is to implement it on the basis of self and peer evaluation. (9)Discrepancy were detected in terms of the teacher’s age, seniority, academic backgrounds, position and the scale of school together with the identification with the model that the teacher professional development evaluation is implemented. (10)The school’s enrollment in the teacher professional development evaluation and the teacher’s participation in the research and study related had a great influence on the identification with the teacher professional development evaluation. (11)Elementary school teachers in a man-size school (a school with more than 49 classes) showed less interest in the development and evaluation related. And were identified to need most resources and assistance. (12)For a better implementation of the teacher evaluation system, sound and complete measures should be set up accordingly. (13)To manifest its perfection, a system for further evaluation should be viewed as a prerequisite in the teacher professional development evaluation. Notification and suggestion with regard to the research shall be given to the education authorities, schools and teachers related for their reference.