淡江大學機構典藏:Item 987654321/111622
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    Please use this identifier to cite or link to this item: https://tkuir.lib.tku.edu.tw/dspace/handle/987654321/111622


    Title: 臺北市國民小學教師參與教師專業發展評鑑與教學品質關係之研究
    Other Titles: A study on the evaluation of teachers' professional development and their teaching quality in primary schools in Taipei City
    Authors: 鹿秉永;Lu, Ping-Yung
    Contributors: 淡江大學教育政策與領導研究所碩士在職專班
    楊瑩
    Keywords: 臺北市;國民小學;教師專業發展評鑑;教學品質;Taipei City;Primary schools;Evaluation of teachers' professional development;teaching quality
    Date: 2016
    Issue Date: 2017-08-24 23:58:06 (UTC+8)
    Abstract: 論文提要內容：
    本研究以問卷調查法為主，文獻探討為輔，旨在探討臺北市國民小學教師 參與教師專業發展評鑑與教學品質之關係，本研究主要目的有：
    一、瞭解臺北市國民小學教師參與教師專業發展評鑑的情形。
    二、探討臺北市國民小學教師對於教師專業發展評鑑的看法。
    三、分析臺北市國民小學教師所知覺的教師專業發展評鑑對教學品質之影響。
    四、檢視臺北市國民小學不同背景教師對教師專業發展評鑑看法及所知覺的教
    師專業發展評鑑對教學品質影響之差異。
    五、剖析臺北市國民小學教師對教師專業發展評鑑看法與對教學品質影響之關係。
    六、根據研究結果提出建議，以提供教育行政主管機關、相關單位及人員等未
    來政策改進之參考。
    本研究之問卷調查是以臺北市市立國民小學教師為問卷調查的母群體，採分層立意取樣方法，針對臺北市2015學年度已參與教師專業發展評鑑的市立國民小學任教的教師及服務達一年以上的代理教師為調查對象；但不包含校長、實習教師、代課教師、兼任教師及職員。共寄發正式問卷264份，回收有效問卷共計233 份，有效回收率為88.26%。
    本研究之主要結論包括：
    一、臺北市國小教師多數已參與教師專業發展評鑑，且多半已瞭解教師專業
    發展評鑑指標及檢核重點。
    二、教師對教師專業發展評鑑的看法具中間程度之認同，其中以「評鑑方法」
    及「評鑑結果」構面的認同最深。
    三、教師對所知覺的教師專業發展評鑑對教學品質影響為中間程度，其中以
    「教學評量」的符合程度最高。
    四、就整體構面而言，教師對教師專業發展評鑑的看法會依目前擔任職務及
    參與教師專業發展評鑑年數的不同而有顯著差異；但對教師專業發展評
    鑑不同瞭解情形之教師，只在「評鑑內容」構面上有顯著差異。
    五、就整體構面而言，教師對教師專業發展評鑑之看法，在性別、年齡、最
    高學歷、任教累計年資及學校所在行政區等變項上，均無顯著之差異。
    六、就整體構面而言，教師專業發展評鑑對教學品質之影響，在性別、年齡、
    最高學歷、目前擔任職務、任教累計年資、參與教師專業發展評鑑年數
    教師專業發展評鑑情形及學校所在行政區等變項上，均無顯著之差異。
    七、就整體構面而言，不同背景教師所知覺的教師專業發展評鑑對教學品質
    之影響，除擔任不同職務之教師在「教學研究與發展」及「教學評量」
    構面間有顯著差異在外，其他構面之差異均未達顯著水準。
    八、教師對教師發展評鑑之看法與對教學品質影響間均呈現正相關。
    Abstract:
    This study was mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between the evaluation of teachers’ professional development and their teaching quality in public primary schools in Taipei City.
    The main purposes of this study include:
    1. To understand the participation of teachers in the
    evaluation of their professional development in public
    primary schools in Taipei City.
    2. To explore the views of teachers towards the evaluation of
    teachers’ professional development in public primary schools
    in Taipei City.
    3. To analyze teachers’ views about the influence of the
    evaluation of teachers’ professional development on their
    teaching quality in public primary schools in Taipei City.
    4. To explore the differences of the teachers’ views about the
    above-noted influences among teachers with different
    backgrounds.
    5. To review the relationship between the evaluation of
    teachers’ professional development and teaching quality in
    public primary schools in Taipei City.
    6. To propose suggestions, based upon the research findings,
    useful for the reform of related policies in the future.
    The questionnaire survey was conducted through the stratified purposive sampling method, In total, 264 teachers in public primary schools in Taipei City were chosen as the samples, and 233 valid questionnaires (with approximate 88.26% response rate) were analyzed.
    The conclusions of this study can be summarized as follows:
    1. The majority of teachers in primary schools in Taipei City
    had participated in professional development evaluation of
    teachers, and had realized the evaluation criteria and the
    key points.
    2. On the whole, teachers’ attitudes towards the evaluation of
    their professional development are moderately positive,
    and the dimensions of ‘evaluation method’ and
    ‘evaluation result’ gain the most positive support.
    3. The influence of the evaluation of teachers’ professional
    development on teaching quality, perceived by teachers, was
    moderate, while the influence on the dimension of ‘teaching
    assessment’ is the greatest.
    4. From the dimension as a whole, teachers’ view on the
    evaluation of teachers’ professional development varied
    significantly with their ‘current positions’ and ‘the years
    of participation in the evaluation, while teachers with
    different degrees of understanding about the evaluation,
    their views differed significantly only at the dimension of
    the ‘content of the evaluation’.
    5. From the dimension as a whole, there were no significant
    differences in the views of teachers on the evaluation in
    terms of their gender, ages, educational backgrounds, years
    of teaching at current schools, and administrative districts
    of schools.
    6. From the dimension as a whole, there were no significant
    differences in the influence of the evaluation on teaching
    quality in terms of their gender, ages, educational
    backgrounds, position, years of teaching at current schools,
    years of participating the professional development
    evaluation of teachers, and administrative districts.
    7. From the dimension as a whole, there were no significant
    differences in the influence of the evaluation on teaching
    quality among teachers with different administrative posts,
    except at the two dimensions of ‘teaching, research and
    development’ and ‘teaching assessment’.
    8. There is a positive correlation between teachers’ view on
    the evaluation of teachers’ professional development and the
    influence of the evaluation on their teaching quality.
    Appears in Collections:[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis

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