A Study on the Attitudes of Special Education Teachers toward the Evaluation of Professional Development in Elementary Schools

• Main Authors: Hsin-Yi Huang, 黃欣怡
• Other Authors: Jung-Chao Hung
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/9d72fx

碩士 === 國立臺中教育大學 === 特殊教育學系碩士在職專班 === 102 === The purpose of this study was to investigate the attitudes of special education teachers toward the evaluation of professional development in elementary schools. The data collecting and analyzing for the study is a self-designed questionnaire. Research subjects were special education teachers in the 160 public elementary schools in Taichung City、Changhua County and Nantou County. A total of 273 questionnaires were circulated. 258 of 269 returned were valid, making the valid response rate 94.5%. The major findings obtained from the study are as follows： 1.The teachers’s attitude toward teacher evaluation of professional development was rated as “medium”. 2.Attitudes on teachers with different background variables (professional background of special education、total year of teaching、classes of teaching、location of school ) didn’t show significant difference. 3.Special education teachers agreed with”teacher self-evaluation”as teacher evaluation form. Special education teachers agreed with”teacher self or the school year peers”as evaluators.Special education teachers agreed with” teachers’ self - checklist”as teacher evaluation data collection method. Special education teachers agreed with” special education professional knowledge”as evaluation criteria. Special education teachers agreed with couducting teacher evaluation from ” April to June . Special education teachers agreed with couducting teacher evaluation” once every three to four years” for novice teachers；and ” once more than five years” for senior teachers. Special education teachers agreed with” informed individually by written form”as application of evaluation result. Special education teachers agreed with “specific and clear applications ”as complementary measure. 4.There were significant differences on the aspect of teacher evaluation data collection method with different background variables (professional background of special education、location of school ). 5.There were significant differences on the aspect of evaluators of teachers with different background variables (total year of teaching、classes of teaching ). In the end, according to the research results mentioned above, provided some suggestions to special educational authorities, special teachers and follow-up researchers.