新北市立完全中學校務評鑑中教師角色之研究

Abstract

本研究的目的在探討校務評鑑計畫中教師的角色、校務評鑑中教師角色之實際情形、不同利害關係人在校務評鑑中對教師角色的期待及其落差與成因，並根據研究結果提出具體建議。研究採用質性研究，研究對象為新北市立完全中學校長、教師兼行政、教師（含導師及專任教師）共計15位，以半結構式訪談、文件資料進行分析。

研究者透過相關文獻的探討及研究歷程省思，提出以下的研究結果發現：(1)高級中學學校評鑑實施計畫中無清楚訂定教師角色，造成個人解讀不同；(2)不同利害關係人，期待教師在校務評鑑中具有角色；(3)校務評鑑中教師實際角色包含參與者的角色、學習者的角色、表演者的角色、旁觀者的角色、被動配合者的角色、申訴對抗者的角色；(4)校務評鑑中對教師期望角色為參與者的角色、受評者的角色、學習者的角色、配合者的角色；(5)校務評鑑中教師角色落差成因為教師角色不明確、校長領導風格、行政宣導策略、學校檔案形式僵化、教師個人因素。

歸納研究發現其結果為(1)校務評鑑中有提起教師角色，但未明確規定教師責任；(2)不同利害關係人，在校務評鑑中對教師角色期望相異；(3)在校務評鑑中教師角色期望會引導實際角色；(4)校務評鑑中教師實際角色，會依參與投入程度而異；(5)正視校務評鑑中教師角色落差成因。

最後，依據以上之結論，分別對教育行政機關、學校提出建議。The purpose of this study was to investigate the teachers’ roles, the actual circumstances of the teachers’ roles which were observed by different stakeholders, and different stakeholders’ expectation for the teachers’ roles, the gap and the causes in school evaluation. According to the result of this study, specific suggestions are proposed. This researcher used qualitative research methods to probe fifteen principals, administrative teachers and teachers in municipal high schools.

Through analyzing the semi-structured interviews and the relevant documentation, the following conclusions have been drawn: (1)All of the different stakeholders believe that teachers are the linchpins in school evaluation. (2)The teachers’ roles in school evaluation may be misunderstood because of different individual interpretations. (3)The teachers’ actual roles in school evaluation are participators, learners, performers, spectators, passive facilitators, and antagonists. (4)Teachers are expected to participate, to appraise, to learn, and to cooperate with the evaluation. (5)Differences in teachers’ role result from roles’ indeterminateness, leading styles of principals, administrative claim strategies, rigidity of school archives, and teachers’ individual factors.

Conclude the researches, and we could find the results are: (1)The teachers’ roles are mentioned in school evaluation, but the teachers’s duties are not specified. (2)Different stakeholders have different expectations of the teachers’ roles. (3)In school evaluation, the expectation of the teachers’ roles leads actual roles. (4)In school evaluation, the teachers’ actual roles are different because of the the extent of participation. (5)Value the reasons which cause the the gap between the teachers’ roles.

Finally, according to the above conclusion,some suggestions were proposed individually for the education administration authorities and schools.