the study of the teaching effectiveness evaluation of the junior high school English teachers

• Main Authors: Lin Chin-Lan, 林金蘭
• Other Authors: Chang Shin-Jen
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/46693081473790727361

碩士 === 國立高雄師範大學 === 教育學系 === 89 === The main purposes of this study are to explore the evaluation of effective English teaching with respect to the Junior High school English teachers. This study includes four dimensions: (Ⅰ) The types of teachers’ self-appraisal on the effective teaching; (Ⅱ) The difference of self-appraisal because of teachers’ background; (Ⅲ) The perspectives of ‘students’ and ‘experts’ on the assessment of effective English teaching; (Ⅳ) The correlation between teachers’ self-appraisal, students’ assessment and experts’ assessment on the effective English teaching. There are three stages in this research. In the first stage, randomly sample English teachers from the Junior High schools in the Kaohsiung City and Kaohsiung County. Using questionnaires to investigate teachers’ self-appraisal on the effective English teaching. The second stage aims at the students. Observing sixteen classes and collecting feedbacks of the students, which are their opinions on the effective English teaching. The third stage aims at the teachers. Observing sixteen teachers’ teaching, for three lessons each, and filling the ‘scale of effective teaching in the classroom’. Based on the data obtained and the interpretation of subsequent analyses, the findings are as the following: 1.The ‘position’ and ‘teaching experience’ have contributed to significant difference in terms of the class management according to the teachers’ self-appraisal. However, the ‘gender’, ‘academic background’ and ‘geographic areas’ do not reach significant difference. 2.Three assessing instruments for effective English teaching can distinguish the types of teaching effectiveness in the Junior High schools. 3.The sequences of teachers’ self-appraisal and experts’ assessment show correlation with respect to each other. However, the sequence of teachers’ self-appraisal and students’ assessment, and the sequence of experts’ assessment and students’ assessment, both of them can not show the correlation.