| Abstract: | 本研究旨在瞭解臺北縣國民中學教師對教師專業發展評鑑內涵及實施
之意見，並探討不同背景變項國民中學教師對於教師專業發展評鑑內涵及實施之意見差異情形。首先，經由文獻探討作為研究主題之依據，並據以擬定研究架構，進而編製「臺北縣國民中學教師對教師專業發展評鑑意見調查研究」之問卷；其次，針對臺北縣公立國民中學教師進行問卷調查，以立意分層隨機抽樣抽取35所學校，回收有效問卷631份，將所蒐集問卷填答資料以平均數、標準差、獨立樣本t檢定、單因子變異數分析、Scheffé事後比較等統計法加以資料分析，獲得以下結論：
一、臺北縣國民中學教師對教師專業發展評鑑內涵之認同度達「中等」程度，其中以「評鑑結果運用」較高，「評鑑方式」較低。
二、臺北縣國民中學教師對教師專業發展評鑑實施之認同度達「中等」以上
程度，其中「評鑑配套措施」較高，「評鑑支持度」較低。
三、臺北縣國民中學教師對教師專業發展評鑑內涵之意見因教師「性別」、「年
齡」、「服務年資」、「擔任職務」等個人變項不同而有差異。
四、臺北縣國民中學教師對教師專業發展評鑑實施之意見因教師「性別」、「年
齡」、「服務年資」、「擔任職務」等個人變項不同而有差異。
根據上述研究結論，本研究對臺北縣教育主管機關及國民中學學校行政
提出具體建議，藉以供作推動教師專業發展評鑑，以及後續研究之參考。
The purpose of this thesis is, on one hand, to investigate the junior high school teachers’ opinions on Teacher Evaluation for Professional Development in Taipei County, and, on the other hand, to compare the differences in opinions among the teachers with different background variables. Adopting a questionnaire method based on “The Questionnaire on the Junior High School Teachers in Taipei County,” this research, conducted among the teachers with 631 valid questionnaires returned, involves a comprehensive data analysis using averages, standard deviations, independent samples t-test, one-way ANOVA (Analysis of Variance), Scheffé''s method, etc.
The findings of this research are as follows:
1. The level of junior high school teachers’ identification with the content of teacher evaluation for professional development is found to be “middle,” among which “usage of evaluation result” is higher and “evaluation method” is lower.
2. The level of junior high school teachers’ identification with the implementation of teacher evaluation for professional development is found to be “middle,” among which “supplementary measure” is higher and “support for evaluation” is lower.
3. Opinions on the content of teacher evaluation for professional development differ among junior high school teachers with different background variables, like their gender, age, years of service, and position.
4. Opinions on the implementation of teacher evaluation for professional development differ among junior high school teachers with different background variables, like their gender, age, years of service, and position.
Based on the above conclusions, the researcher proposes concrete suggestions for
the educational administration and the administration of junior high school in Taipei County as a reference for executing teacher evaluation for professional development and the follow-up studies. |
