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|Other Titles: ||A comparison study on the perception of teacher evaluation between elementary school teachers and parents|
|Authors: ||高惠敏;Kao, Hui-min|
|Keywords: ||教師評鑑;教師評鑑標準;Teacher Evaluation;teacher evaluation standard|
|Issue Date: ||2010-01-11 00:29:55 (UTC+8)|
Teachers play the vital and valuable role in the education reforms. Teacher evaluation has been viewed as an important tool for supporting and improving the quality of teaching but one of the primary means of ensuring a quality educational program for students. In order to promote professional growth and the instructional effectiveness of teachers, many scholars have positively involved this field and so as educational authorities. Teacher evaluation systems should reflect the fundamental importance of effective communication in every aspect to obtain stakeholders’ support. However, amount of studies on teacher evaluation in recent years show the opinions on teacher evaluation of educational authority, school administrator, teacher education institutions, individual teachers but parents. Indeed all participants need to involve in the design and implementation of evaluation system in order to ensure the successful implementation. However, parents too often are excluded from the important phase discussion.
The purpose of this study is to compare the perception on the teacher evaluation between elementary teachers and parents, that include why teacher evaluation is proceeding, what performance standards are, who should join the program, when to evaluate, how to collect the performance data and how to use the evaluation report. It is expected to realize the opinions both of teachers and parents.
There were 39 valid respondent questionnaires out of 60 from elementary teachers, with 65% rate of return, and 54 valid respondent questionnaires out of 85 from parents, with 63% rate of return. The data were analyzed by descriptive statistics, t-test and Chi-square test.
The main conclusions of this study were as follows:
1.Teachers and parents agree that the primary purpose of teacher evaluation is for professional development.
2.Teachers value professional practice standards like classroom management, instructional delivery and planning and preparing for instruction. Parents value professional standards like moral and ethic and professional attitude.
3.Teachers think that the appropriate people to establish and implement evaluation practice is representative of teachers; but parents prefer education profession organization.
4.The feasible way for collecting evaluation information is form professional report and stakeholder’ opinions.
5.Teachers think the appropriate time for evaluation is once two year; but parents think once a semester.
6.The best rewarding is to praise them publicly.
7.Teachers think that evaluation reports should be given to appraisee privately, but parents insist that they have right to know.
8.There are significant differences on the viewpoints on teacher evaluation system between teachers and parents.
|Appears in Collections:||[教育科技學系暨研究所] 學位論文|
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