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E90073
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國民中小學教師評鑑政策實施之可行性評估
The Feasibility Evaluation of Teacher Appraisal Policy Implementation in the Compulsory Education
1.吳政達
1.Cheng-ta Wu
1.淡江大學教育政策與領導研究所
1.Graduate Institute of Educational Policy and Leadership, Tamkang University
001,002,003,004
1.淡江大學教育政策與領導研究所
1.Graduate Institute of Educational Policy and Leadership, Tamkang University
002
1.行政院國家科學委員會
1.National Science Council
A.14 計畫執行期間(起):2001-08-01
A.14 計畫執行期間(訖):2002-07-31
A.16 收到日期:2002-11-11
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台灣地區國民中學與國民小學中公立校數

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489


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C.2 聯絡日期:2002-11-12
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1.淡江大學教育政策與領導研究所
1.Graduate Institute of Educational Policy and Leadership, Tamkang University
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C.7 資料公開日期:2002-08-01
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008
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1.可行性評估
2.教師評鑑
3.評估
1.Evaluation
2.Feasibility Evaluation
3.Teacher Appraisal
本研究旨在探討實施教師評鑑政策之可行性,廣納有關的政策利害關係人(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,回收得有效樣本513 份,資料分析以平均數描述統計、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 年終考核的依據。

This study focuses on feasibility of teacher appraisal policy by collecting stakeholders ’ opinions including adminis- trators, 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 adminis- trative 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 question -naire 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 apprai -sal 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.

D.16 完成檢誤日期:2003-11-07
D.17 預定釋出日期:2003-12-04
D.18 初次釋出日期:2003-12-12
D.19_1 最新版釋出日期:2003-12-12
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10.6141/TW-SRDA-E90073-1
https://efenci.srda.sinica.edu.tw/webview/index.jsp?object=https://efenci.srda.sinica.edu.tw:80/obj/fStudy/E90073
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