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| Title: | 臺北縣國民中小學教師對教師專業發展評鑑之認知關注與因應策略研究 |
| Other Titles: | A study on elementary and junior high school teachers' cognition, concerns and coping strategies for the evaluation on teacher professional development in Taipei county
台北縣國民中小學教師對教師專業發展評鑑之認知關注與因應策略研究 |
| Authors: | 陳怡帆;Chen, Yi-fan |
| Contributors: | 淡江大學教育政策與領導研究所碩士在職專班
吳明清;Wu, Ming-ching |
| Keywords: | 教師專業發展評鑑;教師關注;教育變革;Evaluation on Teachers’ Professional Development;Teacher Concerns;Educational Reform |
| Date: | 2009 |
| Issue Date: | 2010-01-11 00:15:52 (UTC+8) |
| Abstract: | 本研究旨在探討臺北縣國民中小學教師對教師專業發展評鑑之認知、關注與因應現況及其之間的相關，並綜合研究結果與發現提出具體建議，作為未來教育行政機關及後續研究者的參考。
本研究以問卷調查法為主要研究方法。首先蒐集相關文獻，探討教師專業發展評鑑的概念內涵與理論基礎以及教師關注及因應之相關研究，據以建立研究架構，作為實徵性問卷編製與調查實施之依據，然後以自編之「臺北縣國民中小學教師對教師專業發展評鑑之認知、關注與因應問卷」進行調查。
問卷調查之對象為臺北縣公立國民中小學教師，調查樣本係以分層隨機取樣方式選取臺北縣65所公立國中小的907位教師，獲得有效樣本776份。調查結果以平均數、標準差、t考驗、單因子變異數分析及皮爾森積差相關等統計方法，進行資料處理分析。經歸納研究結果，獲致下列結論：
一、臺北縣國民中小學教師對教師專業發展評鑑之認知、關注與因應均屬於「中高程度」，且無顯著之學校變項及個人變項的差異。
二、臺北縣國民中小學教師對教育部推動試辦教師專業發展評鑑計畫內容多屬瞭解與支持。
三、臺北縣國民中小學教師對未來可能全面推動教師專業發展評鑑的政策方向有高度知覺。
四、臺北縣國民中小學教師對推動教師專業發展評鑑政策在技術與制度面有高度的關注。
五、臺北縣國民中小學教師對推動教師專業發展評鑑政策的影響層面上，對自己的影響之關注高於對學校的影響及對專業的影響之關注。
六、臺北縣國民中小學教師對推動教師專業發展評鑑政策採取行動上的因應策略高於觀念上的因應策略。
七、臺北縣國民中小學教師對教師專業發展評鑑的認知、關注與因應之間均具有低度正相關。
依據上述結論，本研究對國民中小學教師、學校及教育行政機關提出若干建議，俾供適切且有效推動教師專業發展評鑑。
The purposes of this study were to understand the status-quo of elementary and junior-high school teachers’ cognition, concerns and coping strategies for evaluation on teachers’ professional development in Taipei County, and to analyze the correlations among teachers’ cognition, concerns and coping strategies, with an attempt to propose both conclusions and suggestions for educational administrative authority and future researchers.
The research method applied for this study was questionnaire survey. By intensive literature review, the related concepts of evaluation on teachers’ professional development were clarified, and theoretical foundation for research framework was established. And then a questionnaire was designed and administered to school teachers to collect empirical data for analysis.
The subjects of questionnaire survey were 907 elementary and junior-high school teachers in Taipei County selected from 65 schools by means of stratified random sampling method. Data of 776 returned questionnaire were analyzed by using statistical methods including means, standard deviations, one-way ANOVA, Pearson’s product-moment correlation.
Based on the results of data analysis, conclusions of this study were stated as follows:
1. The school teacher’s cognition, concerns and coping strategies toward evaluation on teacher’s professional development were categorized as ‘medium-high’ level, and were not significantly varied by teacher’s personal variables and school background variables.
2. The evaluation on teacher’s professional development initiated and promoted by MOE was positively understood and supported by school teachers in Taipei County.
3. School teachers in Taipei County possessed a general high awareness on the possible overall implementation of evaluation on teacher’s professional development in the future.
4. School teachers in Taipei County demonstrated their high attention on both the technical and systematic dimensions of the implementation of evaluation on teachers’ professional development.
5. School teachers in Taipei County concerned more on the effects of the implementation of evaluation on teachers’ professional development on themselves than the effects on the school or on the development of profession.
6. The coping strategies as adapted by school teachers in Taipei County for the implementation of evaluation on teachers’ professional development reflected an action-orientation rather than concept-orientation.
7. The correlations among teachers cognition, concerns and coping strategies for evaluation on teachers’ professional development indicated significant low-positive relations.
Based on the above conclusions, this study puts forth applicable suggestions for primary and secondary teachers, schools and educational administrative authority, with an attempt to facilitate the evaluation on teacher’s professional development in the long run. |
| Appears in Collections: | [教育政策與領導研究所] 學位論文
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