臺北市國民小學實施教師評鑑之研究
Abstract
本研究旨在探討臺北市國民小學實施教師評鑑的一些看法，及不同背景變項之差異性，藉由教師參與過程中所呈現的觀點加以分析，以供爾後實施教師評鑑之參考。
本研究首先搜集相關文獻，加以探討分析並建立研究架構；再進行研究工具的編定，完成正式問卷，內含教師評鑑目的、規準、人員、方式、程序、資料搜集和結果的應用等，並以臺北市國民小學校長、主任、組長、教師為研究對象，採分層隨機取樣方式抽取樣本，共計抽取37校419人為施測對象，回收有效問卷342份，回收有效問卷率為81.6%，以t檢定、單因子變異數分析、Scheffe’ Method事後比較等進行統計分析，並輔以訪談所獲得資料，歸納出以下結論：
一、 整體教師認為實施教師評鑑目的應首重專業成長優於績效考核。
二、 教師評鑑目的會隨職務、服務年資、擔任教師評審委員、擔任考績委員、學校規模等而有顯著差異性。
三、 研究發現班級經營、良好品德、熱忱與愛心是教師評鑑非常重要的三項規準。
四、 教師評鑑規準會隨職務、服務年資、學歷、擔任教師評審委員、擔任考績委員、學校規模等而有顯著差異。
五、 實施教師評鑑人員應慎選具有經驗之教師、校長擔任，評鑑方式其相對重要性前三項依序為教師「自我評鑑」、「同儕評鑑」、「學校評鑑小組評鑑」。
六、 實施教師評鑑過程應嚴守評鑑的正當程序、評鑑資料的來源應多元，其重要性前三項依序為「自我檢核收集資料」、「訪談」、「教師教學檔案」。
七、 教師評鑑人員、方式、程序、資料來源會隨性別、職務、服務年資、擔任教評會委、擔任考績委員、學校規模等不同背景變項而產生顯著性差異。
八、 對評鑑結果欠佳教師，研究發現其相對重要性前三項依序為「限期改進並複評」、「強制進修並輔導」、「適當的調整職務」。
九、 重視社會性增強、積極鼓勵評鑑績優教師，研究發現其相對重要性前三項為「推薦為優良教師」、「嘉奬或公開表揚」、「擔任實習老師之輔導老師」。
十、 重視師資培育構品質管控和倡導在職教師積極參與臺北市推動的發展性教學輔導系統。
建議：
一、 中央應儘速將教師評鑑納入教師法，以確立推動之法源基礎。
二、 教師評鑑目的應具體明確，以專業成長為主，績效責任為輔。
三、 重視班級經營和品德修為的教師評鑑規準。
四、 中央應成立教師評鑑規劃小組，妥適規劃周延的評鑑系統。
五、 實施教師評鑑的人員應包括第一線教師和有經驗的校長，評鑑的方式應兼重「內部評鑑」與「外部評鑑」。
六、 實施教師評鑑的程序應嚴謹而完備，資料來源力求多元，重視自我檢核與訪談。
七、 實施過程應加強溝通與宣導，多召開座談會、公聽會等，藉以化解疑慮與抗拒。
八、 善用社會性增強，如推薦優良教師、嘉獎或公開表揚、擔任實習老師之輔導老師等，以激勵績優教師之尊榮感。
九、 訂定完善的配套政策，強化教師專業素養，重視師資培育機構品質管控，和在職教師的進修，如「發展性教學輔導系統」等。
A Research on the Implementation of Teacher Assessment at Elementary Schools in Taipei City Abstract The purpose of this research is to discuss some opinions on the implementation of teacher assessment at elementary schools in Taipei City, and the difference of variable with different background. It is analyzed through the viewpoint presented in the process of teacher participation, and proposes as reference for the implementation of teacher assessment in the future. The first step is to collect relevant documents to discuss, analyze and establish research framework; and then edit research instrument to complete formal questionnaire, which include the purpose, criterion, personnel, method, process, data collection and result application of teacher assessment. The research objectives are the principals, directors, group leaders and teachers of elementary schools in Taipei City. It is sampled by stratified random sampling and 419 testees from 34 schools are selected. 342 valid questionnaires are returned with valid return rate 81.6%. The T-test, one-way ANOVA and Scheffe’ Method are applied for statistic analysis and supplement by interview data to conclude as followings: 1. All teachers consider the purpose of teacher assessment should focus on the growth of specialty rather than the assessment of performance. 2. The purpose of teacher assessment varies significantly with position, seniority, serving as teacher reviewing commissioner and scale of school. 3. It is discovered that class management, good morality, and enthusiasm& love are three very important criterions of teacher assessment. 4. The criterions of teacher assessment vary significantly with position, seniority, education background, serving as teacher reviewing commissioner, serving as merit commissioner and scale of school. 5. Personnel that implement teacher assessment should select carefully from teachers and principals with experience and the first three important assessment methods in turn are teacher’s “Self-assessment”, “Assessment by the colleague”, and “Assessment by the assessment group of school”. 6. The process of teacher assessment shall observe proper assessment procedure and the data source for assessment shall be diversified. The first three important criterions in turn are “Self-review of collected data”, “Interview” and “Teaching files”. 7. Personnel, method, procedure and data source of teacher assessment vary significantly with variables with different background, like gender, position, seniority, serving as teacher assessment commissioner, serving as merit commissioner and scale of school. 8. For teacher with bad assessment result, it is discovered the first three important criterions in turn are “Improve and re-assess in a limit period of time”, “Compelling to have further education and assistant”, and “Adjusting position properly”. 9. Value the increased sociality and encourage teacher with good assessment positively, it is discovered the first three important criterions are “Recommending good teacher”, “Praising or commend in public”, and “Serving as the instructor of practice teacher”. 10. Emphasize on teacher cultivation and quality control, and propose on-service teachers to join the Developmental Teacher Assistance Program System promoted in Taipei City actively. Suggestions: 1. The authorities should include teacher assessment to Teachers Law as soon as possible to set up the legal basis for promotion. 2. The purpose of teacher assessment shall be specific, base on the growth of specialty and supplement by performance responsibility. 3. Teacher assessment criterion shall emphasize on class management and morality. 4. The authorities should set up teacher assessment planning team to design the assessment system properly and carefully. 5. Personnel that implement teacher assessment shall include teachers in the first line and principals with experiences, the assessment method shall focus on both “internal assessment” and “external assessment”. 6. Procedure for the implementation of teacher assessment shall be exact and complete, make every effort to diversify data source, emphasize self-review, interview, and teacher’s teaching file; and classroom observation still has its necessity. 7. The process of implementation shall enhance communication and propaganda; convene more seminars and public meetings to solve doubts and resistance. 8. Take the advantage of increasing sociality, such as recommending good teachers, praise or commend in public, serve as the instructor of practice teacher, to inspire the sense of honor in teacher with good performance. 9. Establishing complete guiding policies, enhancing professional accomplishment of teacher, emphasizing on the quality control of teacher cultivation institution and channel for on-service teacher’s further education, and promote “Developmental Teacher Assistance Program System” actively.
A Research on the Implementation of Teacher Assessment at Elementary Schools in Taipei City Abstract The purpose of this research is to discuss some opinions on the implementation of teacher assessment at elementary schools in Taipei City, and the difference of variable with different background. It is analyzed through the viewpoint presented in the process of teacher participation, and proposes as reference for the implementation of teacher assessment in the future. The first step is to collect relevant documents to discuss, analyze and establish research framework; and then edit research instrument to complete formal questionnaire, which include the purpose, criterion, personnel, method, process, data collection and result application of teacher assessment. The research objectives are the principals, directors, group leaders and teachers of elementary schools in Taipei City. It is sampled by stratified random sampling and 419 testees from 34 schools are selected. 342 valid questionnaires are returned with valid return rate 81.6%. The T-test, one-way ANOVA and Scheffe’ Method are applied for statistic analysis and supplement by interview data to conclude as followings: 1. All teachers consider the purpose of teacher assessment should focus on the growth of specialty rather than the assessment of performance. 2. The purpose of teacher assessment varies significantly with position, seniority, serving as teacher reviewing commissioner and scale of school. 3. It is discovered that class management, good morality, and enthusiasm& love are three very important criterions of teacher assessment. 4. The criterions of teacher assessment vary significantly with position, seniority, education background, serving as teacher reviewing commissioner, serving as merit commissioner and scale of school. 5. Personnel that implement teacher assessment should select carefully from teachers and principals with experience and the first three important assessment methods in turn are teacher’s “Self-assessment”, “Assessment by the colleague”, and “Assessment by the assessment group of school”. 6. The process of teacher assessment shall observe proper assessment procedure and the data source for assessment shall be diversified. The first three important criterions in turn are “Self-review of collected data”, “Interview” and “Teaching files”. 7. Personnel, method, procedure and data source of teacher assessment vary significantly with variables with different background, like gender, position, seniority, serving as teacher assessment commissioner, serving as merit commissioner and scale of school. 8. For teacher with bad assessment result, it is discovered the first three important criterions in turn are “Improve and re-assess in a limit period of time”, “Compelling to have further education and assistant”, and “Adjusting position properly”. 9. Value the increased sociality and encourage teacher with good assessment positively, it is discovered the first three important criterions are “Recommending good teacher”, “Praising or commend in public”, and “Serving as the instructor of practice teacher”. 10. Emphasize on teacher cultivation and quality control, and propose on-service teachers to join the Developmental Teacher Assistance Program System promoted in Taipei City actively. Suggestions: 1. The authorities should include teacher assessment to Teachers Law as soon as possible to set up the legal basis for promotion. 2. The purpose of teacher assessment shall be specific, base on the growth of specialty and supplement by performance responsibility. 3. Teacher assessment criterion shall emphasize on class management and morality. 4. The authorities should set up teacher assessment planning team to design the assessment system properly and carefully. 5. Personnel that implement teacher assessment shall include teachers in the first line and principals with experiences, the assessment method shall focus on both “internal assessment” and “external assessment”. 6. Procedure for the implementation of teacher assessment shall be exact and complete, make every effort to diversify data source, emphasize self-review, interview, and teacher’s teaching file; and classroom observation still has its necessity. 7. The process of implementation shall enhance communication and propaganda; convene more seminars and public meetings to solve doubts and resistance. 8. Take the advantage of increasing sociality, such as recommending good teachers, praise or commend in public, serve as the instructor of practice teacher, to inspire the sense of honor in teacher with good performance. 9. Establishing complete guiding policies, enhancing professional accomplishment of teacher, emphasizing on the quality control of teacher cultivation institution and channel for on-service teacher’s further education, and promote “Developmental Teacher Assistance Program System” actively.
Description
Keywords
教師評鑑, 教師評鑑標準, teacher assessment, teacher assessment criterion