國中教師對學校本位形成性教師評鑑看法之研究---以桃園縣為例

• Main Author: 李培濟
• Language: 中文
• Published: 國立政治大學
• Subjects: 學校本位; 形成性教師評鑑
• Online Access: http://thesis.lib.nccu.edu.tw/cgi-bin/cdrfb3/gsweb.cgi?o=dstdcdr&i=sid=%22G0089911022%22.

論文摘要 本研究旨在：一、探究教師評鑑之相關理論與實施現況；二、探討國中教師對實施學校本位形成性教師評鑑之看法；三、根據研究結果，提出結論與建議，以供相關機關與人員之參考。為達上述目的，本研究採文獻分析、問卷調查以及內容分析等三種研究方法。問卷調查法以自編之「國中教師對學校本位形成性教師評鑑看法之研究---以桃園縣為例」為研究工具，研究對象以分層隨機抽樣方式抽取桃園縣33所公立國民中學，總計發出樣本505份，共計回收427份，問卷回收率達84.55﹪。所得之資料以百分比、次數、卡方考驗等統計方法加以分析。 根據問卷調查結果，獲致以下結論： 一、性別、年齡、職務類別、學歷、年資、學校規模、學校地點、組織成員等變項在學校本位形成性教師評鑑主要目的看法同意度上達到顯著差異水準。 二、性別、年齡、職務類別、年資、學校規模、學校地點、組織成員等變項在理想的教師評鑑者所須具備的條件看法同意度上達到顯著差異水準。 三、性別、學歷、年資、學校地點、學校規模、組織成員等變項在透過教師評鑑希望獲得之知能中達到顯著差異水準。 四、性別、學歷、年資、學校地點等變項在學校本位形成性教師評鑑實施步驟意見上達到顯著差異水準。 五、學校地點變項在學校本位形成性教師評鑑所應具有的主要措施上達到顯著差異水準。 六、性別、職務類別、學歷、年資、學校規模、學校地點、組織成員等變項在學校本位形成性教師評鑑實施能提升專業知能的助益上達到顯著差異水準。 關鍵字：學校本位、形成性教師評鑑 === Abstract The purpose of this study was: 1. to explore related theories and current situation of implementing evaluation of teachers on school-based, 2. discuss the views from junior high school teachers on formative evaluation of teachers on school-based and present conclusion ,3. and recommendations according to the results of research to provide reference for related authorities and officials. To achieve above-mentioned goal, the research adopted literature analysis, questionnaire survey and content analysis as research methods. In the questionnaire survey, the researchers used self-edited “The Study on the Views of Junior High School Teachers on Formative Evaluation of Teachers on School-based—Taking the Junior High School Teachers in Taoyuan County as Example” as research means. Regarding research targets, the researchers sent questionnaires to 505 teachers in 33 junior high schools in Taoyuan County who were picked up as samples by Stratified Random Sampling and total 427 questionnaires were answered and sent back. The rate of return is 84.55%. The data from these questionnaires were analyzed by statistic methods such as percentage, times and Chi-square Test. Following conclusions were obtained according to the results of questionnaire survey: 1. The agreement degrees of people’s population characteristics as sex, age, category of duty, education, seniority, size of school, geographical location, and organization members, the main purpose of formative evaluation of teachers on school-based have obvious differentials. 2. The agreement degrees of people’s population characteristics as sex, age, category of duty, seniority, size of school, geographical location, and organization member, the conditions and opinions of the ideal teacher evaluation members have obvious differentials. 3. The people’s population characteristics as sex, education, seniority, size of school, geographical location, and organization members, the knowledge and capabilities that teachers want to get have obvious differentials. 4. The people’s population characteristics as sex, education, seniority, and geographical location, the steps on the implementation of formative evaluation of teachers on school-based have obvious differentials. 5. The people’s population characteristics as geographical location, the main action on the implementation of formative evaluation of teachers on school-based have obvious differentials. 6. The agreement degrees of people’s population characteristics as sex, category of duty, education, seniority ,size of school, geographical location, and organization members, the enhancememt of teacher’s growth of specialty of formative evaluation of teachers on school-based have obvious differentials Keywords：school-based management, formative evaluation of teachers