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|Other Titles: ||A study on the meta-evaluation of institutional evaluation of elementary schools in New Taipei City|
|Authors: ||蔡誌晴;Ching, Tsai-Chih|
|Keywords: ||Elementary Schools;Institutional Evaluation;Meta-Evaluation;New Taipei City;後設評鑑;校務評鑑;國民小學;新北市|
|Issue Date: ||2018-08-03 14:37:09 (UTC+8)|
This study aims mainly, via adopting the methods of questionnaire survey and literature review, to conduct a meta-evaluation of institutional evaluation of elementary schools, which was conducted between February 2013 and January 2017, in New Taipei City.
The main purposes of this study were:
1. To analyze the development of policies concerning the institutional evaluation of elementary schools in Taiwan.
2. To explore the practical operation of institutional evaluation of elementary schools in New Taipei City.
3. To conduct a meta-evaluations through surveying the teachers in elementary schools in New Taipei City.
4. To explore the differences in experiences and feeling of teachers with different backgrounds towards institutional evaluation in elementary schools in New Taipei City.
5. To propose suggestions, based on the findings, useful for the reform of related policies in the future..
This study, via adopting stratified purposive sampling, 615 teachers of 24 elementary schools were chosen as samples of the questionnaire survey in total, 505 valid questionnaires were analyzed, i.e., the valid response rate was 82%.
The main conclusions of this study can be summarized as follows:
1. The institutional evaluation, based on the “Rules of evaluation of elementary schools” was initiated in the 1990s in Taiwan. From 2013 on, the rules had been revised and replaced by rules of “Inspection and assistances in promoting important affairs in schools”.
2. The institutional evaluation of elementary schools in New Taipei City started in 2011, based on the “Rules of practices conducting institutional evaluation in schools in New Taipei City”, and the National Taiwan Normal University has been assigned as the body responsible for its operation since 2012.
3. On the whole, teachers in elementary schools in New Taipei City gave their positive support towards the institutional evaluation, and their highest support was on the dimension of items and indicators of evaluation.
4. Significant differences in teachers’ opinion towards institutional evaluation were found in terms of their age, and teaching status, whilst no significant differences were found in terms of their gender, educational qualifications, years of teaching, administrative positions, school sizes and locations.
5.Teachers’ perceptions of institutional evaluation varied significantly in terms of their ages, status of teaching, and administrative positions, whilst no significant differences were found in terms of their gender, educational qualifications, years of teaching, administrative positions, school sizes and locations.
6.Differences in the teachers’ opoinion and perception existed in some individual dimensions.
|Appears in Collections:||[Master's Program, Graduate Institute of Educational Policy and Leadership] Thesis|
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