A Study of Evaluation Indicators and Process of Teacher Performance in Elementary School

• Main Authors: Shiau-ling Chen, 陳曉齡
• Other Authors: 劉春榮
• Format: Others
• Language: zh-TW
• Published: 2005
• Online Access: http://ndltd.ncl.edu.tw/handle/79544900580673442546

碩士 === 臺北市立師範學院 === 國民教育研究所 === 93 === The study attempted to construct evaluation indicators and process of teacher performance in elementary school. Suggestions were provided for related educational administration agencies to conduct teacher evaluation. Delphi technique and focused group interview were used as the principal procedures to conduct the survey. First, this study reviewed related literature to analyze evaluation indicators and process of teacher performance. Then, evaluation indicators and process of teacher performance in elementary school, developed by the researcher, were distributed to a 10-member panel. Then, the study invited 20 educators to attend focused group interview to discuss evaluation indicators and process of teacher performance. Finally, the study collected and analyzed data from Delphi technique investigation and focused group interview. The conclusion of the study was as follows: 1.The study constructed forty-eight evaluation indicators, including five areas: teaching quality, classroom management, learning effect, work enthusiasm , and professional growth . (1) There were fifteen indicators on teaching quality area, including four aspects: teaching preparation, teaching presentation, teaching strategies, and learning assessment. (2) There were ten indicators on classroom management area, including four aspects: class climate, class organization and discipline, learning environment, and cooperation with parents. (3) There were eight indicators on learning effect area, including three aspects: learning participation of students, learning performance of students, and behavior performance of students. (4) There were seven indicators on work enthusiasm area, including three aspects: interpersonal communication, cooperation of the school administration, and teaching enthusiasm (5) There were eight indicators on professional growth area, including three aspects: in-service education, studying and innovating, and self reflection. 2. The study constructed four evaluation phases, including planning phase, executing phase, summative phase, and tracking and improving phase. (1) There were four steps in planning phase, including making a teacher performance evaluation plan, electing and training evaluators, holding orientation, and holding a conference before evaluation. (2) There were six steps in executing phase, including assessing oneself, obtaining common consensus of observation, classroom observing, assessing written data, analyzing data, and finishing evaluation report. (3) There were five steps in summative phase should be taken into account, including having a discussion on evaluation, holding an evaluation summary conference, announcing the evaluation result and teacher explaining, and making use of the result. (4) There were three steps in tracking and improving phase, including reflecting on evaluation result, monitoring of the plan beings, and assisting teachers in developing a new plan. Finally, based on the study conclusions, some suggestions were proposed for educational administration authorities, elementary school teachers, and further studies.