| Summary: | 碩士 === 國立屏東教育大學 === 教學視導碩士學位學程 === 100 === Abstract
The study aims for investigating elementary school teachers’ recognition and motivation of teacher evaluation for professional development(TEPD) and the relationship between recognition and motivation.
Questionnaire is conducted in the study and “Scale of Ping Tung County elementary school teachers’ recognition and motivation of teacher evaluation for professional development” is used as the research tool. The samples are the qualified elementary school teachers who participated TEPD during 2006-2010. School directors, chiefs, homeroom teachers, subject teachers are the samples of stratified random sampling. Valid samples are 489, and the data are analyzed by mean, t-test, one-way ANOVA and Pearson product-moment correlation.
The results are as follows,
1. The performance of elementary school teachers’ recognition of TEPD is good, and good performance at all levels.
2. The performance of elementary school teachers’ motivation of TEPD is good, and good performance at all levels.
3. The performance of school directors and chiefs is higher than subject teachers in terms of recognition and motivation of TEPD.
4. Teachers with less participating TEPD experiences perform higher than teachers with more participating TEPD experiences in the performance of elementary school teachers’ motivation of TEPD
5. Teachers from different school locations differ in the results. Teachers from countryside schools perform better than teachers from downtown cities schools.
6. Teachers from different school sizes differ from each other in terms of “evaluation approaches”. Teachers from school size of 12-24 classes perform better than teachers from school size of over 25 classes.
7. The relationship of recognition and motivation of TEPD is significant. The higher performance of recognition of TEPD, the higher performance of motivation of TEPD.
Finally, some suggestions are offered for administrations, schools, teachers and future studies.
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