A Study of Senior High School Teachers’ Professional Development Evaluation and Teachers’ Professional Growth

• Main Authors: Ching-Mei Chiu, 邱靜美
• Other Authors: Tieh-Chun Chang
• Format: Others
• Language: zh-TW
• Published: 2013
• Online Access: http://ndltd.ncl.edu.tw/handle/58691222020917922528

碩士 === 朝陽科技大學 === 企業管理系碩士班 === 101 === This study involved exploring the differences in professional development among teachers of various backgrounds, using private senior high school teachers in Taichung as the sample group. The implementation of teacher evaluations for professional development was assessed, and the correlation between such evaluations and professional growth was examined. A questionnaire survey method was employed, using the questionnaire “study of senior high school teacher evaluations for professional development and teacher professional growth” as the study tool. The participants comprised teachers from 9 private senior high schools in Taichung, who participated in an annual teacher evaluation for professional development in 2011. Of the 335 questionnaires issued, 276 valid questionnaires were returned, yielding a valid questionnaire return rate of 93.24%. The results of the study are as follows: (a)The most recognized goal of teacher evaluations for professional development was to “enhance the professional growth of teachers,” rather than being used as a basis for performance scoring. The essential aspects of evaluations were “curriculum design and teaching” and “classroom management and counseling.” (b)Most participants agreed that “fellow teachers” should serve as evaluators. The evaluation data were collected from “observation of teaching.” Schools should provide teachers that had poor evaluations with relevant learning and growth channels. In addition, schools should offer additional rewarding incentives to promote evaluations. (c)Most teachers expressed positive attitudes regarding promoting evaluations for professional development; however, promoting the evaluation for professional development increase the workloads of and pressures placed on teachers. (d)Teachers of distinct ages showed significant differences regarding professional growth for “curriculum design and teaching.” (e)Teachers that held various positions showed significant differences in numerous aspects of professional growth. (f)The more professional spirit and attitude that teachers devote to participating in teacher evaluation, the more effective is their professional development and growth. The professional spirit and attitude devoted and professional growth show a highly positive correlation and a relatively strong predictive power.