The Correlational Study of Teacher Evaluation for Professional Development and Professional Commitment for Elementary School Teachers in Taipei.

• Main Authors: SHIH,MING-WEI, 施銘瑋
• Other Authors: CHEN,PI-HSIANG
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/36895759899911173604

碩士 === 國立臺北教育大學 === 教育學系教育創新與評鑑碩士班在職專班 === 104 === The study explored the relationship between Teacher Evaluation for Professional Development and Professional Commitment for Elementary School Teachers; also the status quo of both fields and teacher’s perceptions toward them. Teachers who participated or are participating these two fields were invited to fill out a questionnaire. A total of 615 questionnaires were issued and 503 were valid. The data were analyzed by descriptive statistics, t test, one-way ANOVA, and Pearson’s product-moment correlation. The major findings were as follows: 1. Teachers showed upper-intermediate level of satisfaction toward joining the Teacher Evaluation for Professional Development . On the other hand, teachers showed rather low level of satisfaction toward the influential elements of joining the system. 2. Teachers showed positive attitude toward Teacher Professional Commitment. However, they showed rather conservative attitude to devotion and involvement. 3. Years of service and the position of teachers had an impact on their opinions about Teacher Evaluation for Professional Development. 1. Teachers who also took the position of a director showed higher recognition toward the purposes, the criteria and indicators of the evaluation , comparing to homeroom teachers. 2. Teachers serving under 5 years had higher recognition toward the purposes of the evaluation, comparing to teachers serving for 11~20 years. Teachers serving over 21 years had higher recognition toward the purposes and implementation of the evaluation, comparing to teachers serving for 11~20 years. 4. Years of service and gender of teachers were influential to teachers’ perceptions about Teacher Professional Commitment. 1. Female teachers showed higher recognition than male teachers in terms of professional commitment. 2. Teachers whose serving year is under 5 years showed higher recognition than teachers serving for 11~20 years in terms of professional commitment. 5. The relationship between teacher evaluation for professional development and professional commitment is significant.