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題 名 | 教師同儕評鑑實施歷程及其相關因素之調查研究--以臺灣北部七縣市國小教師為例=A Study on the Implementing Process and the Related Factors of Peer Evaluation--A Case of Elementary School Teachers in the Northern Taiwan |
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作 者 | 許秀如; | 書刊名 | 新竹縣教育研究集刊 |
卷 期 | 7 2007.12[民96.12] |
頁 次 | 頁77-109 |
分類號 | 522.29 |
關鍵詞 | 國民小學; 教師評鑑; 同儕評鑑; 專業發展; Elementary school; Teacher evaluation; Peer evaluation; Professional development; |
語 文 | 中文(Chinese) |
中文摘要 | 本研究旨在探討國民小學教師同儕評鑑實施歷程及其相關因素,並調查國民小學教師對教師同儕評鑑實施歷程之認同度與其相關因素之知覺。進一步探討背景變項對實施歷程及其相關因素之影響,並了解兩者之間的相關程度,最終分析其預測力。 為達上述目的,本研究首先採用文獻分析,結合評鑑和同儕評鑑理論之探析,發展出教師同儕評鑑的實施歷程。進而應用調查方法,以獲知國民小學教師對教師同儕評鑑實施歷程及其相關因素之看法。 研究母群體來自臺灣北部七縣市之公立國民小學教師。以多階段取樣方式選取79所學校,共計795位教師為研究樣本。實際回收之問卷為607份,回收率76.4%,有效問卷為600份,可用率為75.5%,並應用SPSS for Windows 11.5統計套裝軟體進行資料分析。首先應用因素分析之方法選題以檢證構念效度,復進行信度分析、同質性考驗,以檢證信度之良窳,最後應用描述統計、t檢定、單因子變異數分析、Scheffé事後比較、Pearson積差相關、逐步多元迴歸分析等統計方法進行差異、相關和預測分析。 根據研究結果之分析與討論,本研究獲得以下結論: 壹、教師同儕評鑑之主要目的為促進教師專業發展。 貳、教師同儕評鑑的實施歷程可分為準備階段、評鑑階段和回饋檢討階段。 参、影響臺灣北部國民小學教師同儕評鑑之相關因素為評鑑人員知能因素、信任感因素、校園民主因素和受評者個人因素。 肆、臺灣北部國民小學教師對教師同儕評鑑實施歷程之認同度屬中高程度。 伍、臺灣北部國民小學教師對教師同儕評鑑相關因素之覺知程度屬中高程度。 陸、不同最高學歷、服務年資、有無教師評鑑參與經驗之教師對教師同儕評鑑實施歷程有不同之評價。 柒、不同最高學歷、服務年資、學校規模之教師對教師同儕評鑑相關因素之覺知程度有差異。 捌、重視教師同儕評鑑實施歷程相關因素將有助教師同儕評鑑的實施。 玖、「評鑑人員知能因素」為教師同儕評鑑實施歷程之最大影響因素。 |
英文摘要 | The aim this study was to analyze the concepts, implementing process, related factors of peer evaluation on teaches and to investigate the elementary school teachers' perspective in the implementing process of peer evaluation and it's related factors. First, reviewed the relevant literature to confer the concepts, development and connotation of peer evaluation. Second, analyzed the implementing process and the related factors of peer evaluation. Finally, applied questionnaire survey to collect elementary school teachers' opinions. 795 questionnaires were selected from 79 schools out of the northern Taiwan by multistage random sampling. 607 questionnaires were returned, with 76.4% return rate. Of which 600 questionnaires were useable, with 75.5% valid return rate. The data were analyzed by SPSS for Windows 11.5, using descriptive statistics analysis, t-test, one-way ANOVA, Pearson product-moment correlation analysis and stepwise multiple regression analysis. According to the findings, the results were summarized as follows: 1. The main purpose of peer evaluation was to promote teacher professional development. 2. The implementing process of peer evaluation was divided into preparing stage, evaluating stage and reviewing feedback stage. 3. The related factors of peer evaluation were the capability of evaluator, trust, the democracy of school and teachers' will. 4. The identity of the implementing processes of peer evaluation among elementary school teachers was medium-high level. 5. The levels of perception in the related factors of peer evaluation among elementary school teachers were medium-high levels. 6. The teachers from different academic background, service years and the experience of teacher evaluation showed different views on the implementing process of peer evaluation. 7. The teachers from different academic background, service years and school scale showed different views on the related factors of peer evaluation. 8. Valuing the related factors of peer evaluation would help the implement of peer evaluation. 9. The capability of evaluator was the most important factor for the implementing process of peer evaluation. According to the conclusions above, some suggestions were made for the educational authorities, elementary schools, elementary school teachers and future researches. |
本系統中英文摘要資訊取自各篇刊載內容。