A Study of the Impact of Teacher Professional Development Evaluation of the Perception of Elementary School Teachers in Taipei County on their Professional Growth

• Main Authors: Kuei-Jung Lin, 林桂蓉
• Other Authors: Chin-Ching Lee
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/64009217544520103884

碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 98 === This study aims at exploring elementary school teachers’ perception of their professional growth and its difference before and after taking the tentative evaluation of teacher professional development. The purposes of the study are as follows: 1.To understand teachers’ perception of professional growth and perception difference of teachers with different background before the evaluation. 2.To understand teachers’ perception of professional growth and perception difference of teachers with different background after the evaluation. 3.To explore the relationship between tentative teacher professional development evaluation and teachers’ perception of professional growth. The research method involved self-designed survey questionnaire. The subjects in this study were elementary school teachers in Taipei county who have taken the tentative teacher professional development evaluation for two or three years. There were 18 elementary schools taken as samples. A total of 327 questionnaires were sent, among which 284 copies were valid. Descriptive statistics containing mean and standard deviation, as well as t-test, one-way ANOVA and paired-samples t test were used to show the result. The findings of the study are summarized as follows: 1.Among the items evaluated for the perception of professional development, the item of “classroom management” was ranked the highest before the teachers took the tentative evaluation of teacher professional development. 2.Among the items evaluated for the perception of professional development, the item of “teaching capability” was ranked the highest after the teachers took the tentative evaluation of teacher professional development. 3.The major difference before and after the tentative evaluation of teacher professional development was that after taking the tentative evaluation, the elementary school teachers’ overall professional growth and perceptions were enhanced, among which their teaching capability was regarded as the most obvious. 4.Elementary school teachers with 20 years of teaching experience, with administrative experience, married or those who have taken the tentative teacher evaluation program for three years had better perception of professional development before the tentative teacher evaluation. 5.Elementary school teachers with seniority of employee , married or those who have taken the tentative teacher evaluation program for three years had better perception of professional development after the tentative teacher evaluation. 6.The difference before and after the tentative evaluation of teacher professional development was that elementary school teachers with 20 years of teaching experience, with administrative experience, married or those who have taken the tentative teacher evaluation program for three years had better perception of professional development