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題 名 | 國民中小學教師評鑑政策之可行性評估=The Feasibility Evaluation of Teacher Appraisal Policy in the Compulsory Education |
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作 者 | 吳政達; | 書刊名 | 初等教育學刊 |
卷 期 | 15 2003.08[民92.08] |
頁 次 | 頁83-107 |
分類號 | 523.4529 |
關鍵詞 | 教師評鑑; 可行性評估; 評估; Teacher appraisal; Feasibility evaluation; Evaluation; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究廣納有關的政策利害關偉人 (包括教育行政人員、學校行政人員、國中小教師及家長等) 之意見,就評鑑的目的、對象、參與規劃人員、評鑑工具與方式、評鑑委員會的組成,以及評鑑模式等設計「國民中小學教師評鑑政策實施之可行性評估」調查問卷。抽樣方式係以分層隨機抽樣,按台灣地區行政區劃分為北中南東等四區,抽取25縣市教育局教育行政人員,並依各區國中小學校數總數之比例,隨機抽取250所學校為樣本,合計寄出1375份,回收有效樣本513份,資料以平均數描述統計、排序、t檢定、F檢 定等統計方法進行分析,研究結果發現:(1)教師評鑑之對象以正式教師為 主,其評鑑的目的以形成性目的之可行性最高;(2)參與規劃教師評鑑系統之相關人士,以學校內部的成員為主時可行性最高,而對學生參與評鑑持反對意見;(3)對教師評鑑委員會的規劃人員主張與參與評鑑系統規劃人士大體相符;(4)教師評鑑模式建議採取目標設定模式,若以形成性評鑑為目的以同儕評鑑、上級對部屬的評鑑最為可行,總結性評鑑則以上級對部屬評鑑可行性最高;(5)教師評鑑工具建議採取結構性工具為宜,資料蒐集以質量並重之方式最為可行;(6)教師評鑑結果之運用,多認為以進一步安排教師進修或訓練最為可行,最後才列入成為年待考核的依據。 |
英文摘要 | This study investigated stakeholders' opinions including administrators, school administration staff, primary and secondary teachers and parents etc. We design the survey questionnaire about the feasibility evaluation of teacher appraisal policy implementation in the compulsory education according to the evaluation purpose, audiences, tools, modes, models, staffs visiting to plan and composition of appraisal committee. Stratified random sampling is used to divide Taiwan administrative district into four parts (the northern part, the midland, the southern part and the eastern part). We take sampling among 25 Education Bureaus and 250 schools of primary and secondary school at each district and then 1375 copies of questionnaire are sent, in which 513 copies are returned. The methods of analysis includes t-test, F-test, ranking and mean statistics etc. The findings are: (1) the audiences of teacher appraisal are mainly formal teachers and evaluation purpose is formative purpose. (2) School internal staffs are major members of people taking part in planning teacher appraisal system. However, most people oppose that students plan teacher appraisal system. (3) The composition of appraisal committee is consistent with members of people taking part in planning teacher appraisal system. (4) The goal-setting model of appraisal models is more feasible than others. About formative purpose, peer appraisal and superior-subordinate appraisal are acceptable; on the other hand, superior- subordinate appraisal is most feasible regarding summative purpose. (5) The constructive appraisal tool is proper to use and the way to collect data should consider both its quality and quantity. (6) The outcome of appraisal should further arrange teacher to visit teacher development and training rather than the basis of annual bonus. |
本系統中英文摘要資訊取自各篇刊載內容。