A Study on the Attitude of the Junior High Teachers in Tainan County toward Teacher Evaluation for Professional Development

• Main Authors: Yu-chin Chen, 陳玉琴
• Other Authors: Tien-tsai Kou
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/76659794944436871223

碩士 === 致遠管理學院 === 教育研究所 === 98 === The purpose of this study is to understand how the junior high teaching staff in Tainan County treats the practice of Teacher Professional Development Evaluation (TPDE). The thesis comprises the three sections: (1) the analysis of TPDE support ratio, (2) interpreting the accepting percentage of the evaluation purpose, subject, criteria, data source, and its applications, (3) realizing how much suspicion comes along with the TPDE enforcement. Besides, the comparison among those teachers of different academic backgrounds will be made to see if the concept of TPDE is well received or not. The study applies “Stratified Purposeful Sampling” (SPS) to conduct the research. Data is collected through the self-made questionnaire “The Attitude of the Junior High Teachers in Tainan County toward Teacher Evaluation for Professional Development.” The statistical respondents range from ordinary Tainan County junior high teachers to those who have extra jobs as administrative supervisors, section chiefs, or homeroom teachers. 650 copies of questionnaires are handed out, and 632 effective copies are retrieved. The statistical figures, such as arithmetic mean, standard deviation, independent sample t-test, and test of homogeneity of proportions, are obtained via the software “Statistical Package for the Social Sciences” (SPSS). Then the statistics is analyzed with Scheff’s posteriori comparisons. The findings are as follows: 1. A vast majority of teachers espouse TPDE. 2. Teachers of different academic backgrounds have diverse viewpoints about TPDE support ratio, accepting percentage, and suspicion. 3. Most teachers agree to the TPDE objective “To promote professional teaching efficiency.” 4. Among the evaluation criteria, “Teaching Commitment” receives the most approval from the interviewees. 5. Those teachers are inclined to be examiners themselves, hoping to provide “self-evaluating reports” and “teaching portfolios” as the materials for teaching evaluation. 6. Most teachers assent to the point “By examining the evaluation results, we should offer aid or counseling service to those underrated teachers. 7. Those teachers feel uneasy about the execution of TPDE. “The difficulty of quantifying the criteria” bothers them most.