參與評鑑之教師其創意教學認知與行為之研究

Abstract

在本研究以台北市參與教育部教師評鑑試辦的國小教師為對象，旨在調查參與過的教師對「教師評鑑影響創意教學」的認知，以及教師評鑑實施後，教師創意教學行為之現況，並探討「教師對教師評鑑影響創意教學之認知」與「教師創意教學行為」之間的相關。 使用的研究工具包括自編的「教師對教師評鑑影響創意教學之認知量表」、「教師評鑑後教師創意教學行為量表」，此外，還有「基本資料問卷」以蒐集教師之人口變項資料。量表經過預試之後修訂成正式問卷，抽取24所學校606名國小教師施測，所得資料回收後分別採取各種統計方法考驗，如描述統計、t考驗、獨立樣本單因子變異數分析、獨立樣本二因子多變量變異數分析、皮爾森積差相關等考驗研究假設。研究果整理如下： 一、教師認為教師評鑑對教學評量正面影響最劇 教師評鑑影響創意教學共分為五個構面，分別為教學方法、學習策略、班級經營、教學評量、空間利用等，教師認為教師評鑑對教學評量正面影響最劇。 二、教師評鑑之後，教師認為自己更常進行創意評量 教師評鑑之後，教師所進行的創意教學分為五個構面，教師認為在教師評鑑過後，他們更常進行創意評量。 三、教師對「教師評鑑影響創意教學」之認知以及「教師評鑑後教師創意教學行為」之現況無關乎性別與學歷 四、高齡與資深教師之「教師評鑑影響創意教學」之認知以及「教師評鑑後教師創意教學行為」之現況越趨正面 五、低年級教師之「教師評鑑影響創意教學」之認知以及「教師評鑑後教師創意教學行為」之現況越趨正面 六、不同背景變項在教師對教師評鑑影響創意教學認知之交互作用均未達顯著。 七、「教師對教師評鑑影響創意教學之認知」與「教師評鑑後教師創意教學行為」現況之間有關連。 當教師認為「教師評鑑對創意教學」越有強烈正面影響時，其參加教師評鑑後，創意教學情形也就越經常進行；當教師覺得認為其參加教師評鑑後，創意教學情形越經常進行，則其對「教師評鑑對創意教學」之認知則越正面。This study is targeted at elementary school’s teachers in Taipei city participated the trial of Teacher Appraisal System conducted by Ministry of Education, in purpose of investigating their cognition of Teacher Appraisal System’s influence on creative teaching, and after teacher appraisal system executed, what impact it took upon the behavior of teachers’ creative teaching. Furthermore, it discussed the interrelationship between cognition of teachers toward Teacher Appraisal System influencing creative teaching and the behavior of teacher’s creative teaching. Study tools used including self-edited “cognition scales of teachers toward creative teaching within teacher appraisal system”, “ behavior scales of teacher’s creative teaching”, and questionnaires of basic information to collecting teacher’s demographic data. After pre-test, the scales would be revised into formal questionnaires. Test subjects are 606 members of elementary school teachers from 24 schools. After data collected back, it would be tested adopting all kinds of statistic methods individually such as description statistic, t test, one-way ANOVA, two-way ANOVA and Pearson correlation, etc. to test study hypothesis. Study results are generated as following: 1. Teachers tested considered Teacher Appraisal System take positive impact on creative evaluation most strongly. Teacher Appraisal System influencing creative teaching totally divided into five dimensions: teaching methods, learning strategy, class management, teaching evaluation and space utilization etc., teachers showed Teacher Appraisal System gave most positive impact on creative evaluation. 2. After Teacher Appraisal System being executed, teachers considered self willing to conducting creative evaluation more often. After Teacher Appraisal System, creative teaching conducted by teachers is divided into five dimensions. Teachers showed they conducted creative evaluation more often after Teacher Appraisal System. 3. Teachers’ cognition toward Teacher Appraisal System’s impact on creative teaching and teachers’ behaviors of creative teaching isn’t related to gender and educational background. 4. Elder and senior teachers’ cognition and behaviors are more positive. 5. Teachers for lower graders’ cognition and behaviors are more positive. 6. There is no significance correlation of different background variables among interaction of teacher appraisal system's influence on creative teaching cognition. 7. There is correlation between teachers’ cognition of Teacher Appraisal System influencing creative teaching and teachers’ creative teaching behaviors. While teachers considered Teacher Appraisal System toward creative teaching gave more positive impact, with joining Teacher Appraisal System, the more are that they conducted creative teaching. In reverse, while teachers considered Teacher Appraisal System toward creative teaching gave more negative impact, with joining Teacher Appraisal System, the less are that they conducted creative teaching.