國小教師對校務評鑑的意義知覺、因應方式及參與程度之研究--以台北市為例

• Main Author: 彭慧敏
• Other Authors: 吳明清
• Format: Others
• Language: zh-TW
• Published: 2003
• Online Access: http://ndltd.ncl.edu.tw/handle/77878017940497201371

碩士 === 國立台北師範學院 === 教育政策與管理研究所 === 92 === The main purpose of this research probed into the participation of elementary school teachers in City of Taipei in the current situation of school evaluation, meaning perception, ways of coping and the level of participation.The conclusions and recommendations were intended to take into future considerations by the Administration of Education Institution when executing school evaluations. In order to reach the purpose above, this study sets the research targets on interviewing forty elementary schools within city of Taipei in the year of 2001 regarding the participation in school evaluation. The related information was collected through compiling statistics information from these forty elementary schools and purposely seeking answers through interview visitations in these schools. From the information gathered, the listed conclusions below were obtained: 一、 The participation in meaning perception for Taipei city elementary school teachers in school evaluation should be viewed as positive behaviours. （一） Elementary school teachers of Taipei city have above average level of perception towards the characteristics of school evaluations. （二） Elementary school teachers of Taipei city have high perception towards the purpose of school evaluations and average evaluations towards the function of school evaluations. （三） Elementary school teachers of Taipei city do support school evaluations; however, they have different suggestions and opinions on issues such as target sources of evaluations and the time spent on interview visitations. （四） Implementing school evaluations has a absolute positive meaning towards teachers. （五） Elementary school teachers with different backgrounds differentiate on meaning perception. 二、 The ways of coping ought to be positive and diversified for Taipei city elementary teachers during participations in school evaluations. （一） Elementary school teachers should take positive ways of coping towards school evaluations. （二） Elementary school teacher ought to take the ways of coping in the order of rational thinking, seeking for support and settlement actions when facing school evaluations. （三） When elementary school teachers use ways of coping into effect, more female teachers should take approaches such as seeking for support and rational thinking than male teachers. （四） Teachers in small scaled schools score lower in ways of coping such as settlement action and seeking for support than mid-scaled schools. （五） Applications to ways of coping has no obvious distinctions due to the differences in levels of education, responsibilities, years in service of the individual teacher. 三、 Taipei elementary school teachers have average level of participations when participating in school evaluations. As well, their levels of participations differ depending on the duties of individual teacher. （一） Teachers should have average levels of participations in the task of school evaluations. （二） Being a teacher director, he or she should participate in more activities than the teachers in charge of a particular class or subject. （三） A director of teachers holds higher active participation in school evaluation than co-coordinator teachers and teachers in charge of a particular class or subject. （四） Adaptation to levels of participations for teachers does not have obvious differences due to their differences in genders, education levels, years in services and scales of schools. （五） When participating in school evaluations, teachers are deeply affected by the attitudes and principles of school managements from the principals. 四、 The meaning perception, ways of coping and level of participation are connected to each other for elementary school teachers in City of Taipei when participating in school evaluation. Finally, the listed conclusions above in this study are future recommendations to the Administration of Educational Institution, the evaluated schools and future researchers.