The study aims to explore the current status and outcomes of the Teacher Evaluation for Professional Development program at the case school. Particularly, this present study focuses on the teachers in the case school who participate in the Teacher Evaluation for Professional Development program, held by Ministry of Education (MOE), in order to discover why teachers participate, and the outcomes as well dilemmas during their participation. Suggestions based on the findings are then proposed for executives of MOE to further refine the teacher evaluation. The study adopts a case-study approach, which targets on teachers, including administrative staff, home-room teachers, subject teachers, and teachers still not participating in the program at the case school. For a better understanding, the study was processed by means of semi-structured interviews, participant observation, data analysis, etc. The study concludes that:
1.Teachers confirm and support the teacher evaluation for professional growth, and recommend peer supervision and profession dialogue to elevate the growth.
2.Teachers must spend lots of time and efforts to take the evaluation; therefore, a package of measures is recommended to encourage teachers to participate.
3.Teachers are likely not to participate in the evaluation, owing to the misunderstanding of the evaluation system, too much pressure, or the incapability of coordinating their time.
4.Teachers, participating in the evaluation, will be more convinced of the evaluation results if the trainings of evaluating staff could be more diverse and strict.
5.The evaluation system should be practiced in a sustainable way, instead of formality, to dispel the suspicion from the outside.
6.The overall evaluation of teachers could be achieved only if the enforcement is enacted.
7.Suggestions based on above-mentioned conclusions are as following,
(1)Accelerate the enactment and amendment of law to steer the teacher evaluation for professional growth in the future.
(2)Enhance and promote the ideas on the teacher evaluation for professional growth.
(3)Design a more compact and more proper kit of tools to evaluate teachers.
(4)Provide rewarding measures to encourage teachers to participate in the evaluation.
(5)Offer rooms for professional growth by reducing teaching hours.
(6)Encourage teachers to organize professional communities to raise their professionalism.
(7)Set up a division of professional evaluation and an independent mechanism to promote the relevant services.
(8)Recommend teachers to take a positive and receptive attitude toward the evaluation.