The Relationship between Teachers’ Acceptance of Teacher Appraisal for Professional Development and Teacher Professional Growth — Elementary Schools in Changhua County

• Main Author: 黃麗萍
• Other Authors: 陳美華
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/85402437393453291435

碩士 === 國立彰化師範大學 === 財務金融技術學系 === 102 === ABSTRACT The study aimed to explore the relationship between the acceptance toward teacher appraisal of professional development and teacher professional growth for elementary school teachers in Changhua County. The survey questionnaire was used to conduct this research. The objects were the elementary school teachers who participated in the teacher appraisal of professional development during 2006-2012 school year in Changhua County. A total of 350 questionnaires were distributed, 325 questionnaires were retrieved and 317 questionnaires were available for analysis. The descriptive statistics, t-test, one-way ANOVA and Pearson Product-moment Correlation were used for data analysis. The results of the study were summarized as follows: 1.The rating of teachers’ acceptance toward teacher appraisal of professional development was above average. 2.Teacher professional growth for teachers who participated in the teacher appraisal of professional development was rated above average. 3.There were significant differences on teachers’ acceptance toward teacher appraisal of professional development between gender, educational background and current position. 4.There were significant differences on teacher professional growth between gender, educational background, seniority and current position. 5.There was a significant correlation between teachers’ acceptance toward teacher appraisal of professional development and teacher professional growth. The thesis based on the results, attempts to provide some suggestions for the educational administration, schools, teachers and researchers to come.