| Summary: | 碩士 === 玄奘大學 === 成人教育與人力發展學系碩士班 === 99 === The Relationship between Teachers’ Attitude toward Teacher Professional Development Evaluation and their Professional Commitment in Miaoli
Elementary Schools
Student：Hsin-Jung Hsu Advisors：Dr. Yu-Ching Liu
Institute of Adult Education and Human Resource Development
Hsuan Chuang University
ABSTRACT
The purposes of this study were to survey elementary school teachers’ attitude toward teacher professional development evaluation and their professional commitment as well as to analyze the effect of demographic variables on the two variables and the relationship between the attitude to teacher professional development evaluation and the teacher’s professional commitment.
Questionnaire survey was conducted in this study. The subjects included 625 elementary school teachers randomly drawn in Miaoli County. There were 572 valid questionnaire retrieved , the return rate is 94.9%. Data was analyzed using Descriptive Statistics, Independent- Samples t-test, one-way ANOVA, and Pearson's product-moment correlation analysis.
The following outlines the results of this study：
1） Teachers’ attitude of the teachers professional development evaluation was above average.
2） The elementary school teachers’ professional commitment was higher than intermediate level.
3）There are significant differences in the attitude about teacher professional development evaluation in terms of years of service, designated duty, participation in formative teacher evaluation, and school size .
4）Significant differences in the teacher’s professional commitment can be found among teacher’s education background, designated duty, and participation in formative teacher evaluation.
5） There was a moderate positive correlation between teachers’ attitude toward teacher professional development evaluation and their professional commitment.
Based on the research results, the researcher provides suggestions for the education authorities, the elementary schools, teachers of elementary schools, and follow-up researchers for the further studies respectively.
Key words: elementary school teachers, teacher professional development evaluation, professional commitment
|
|---|
