The Study on Teacher Evaluation and Teaching Effectiveness of the Special Education School Teachers

• Main Authors: Tou Li Mien, 竇麗滿
• Other Authors: Chin Tu Hsiao
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/04045110093703300460

碩士 === 國立彰化師範大學 === 特殊教育學系所 === 94 === The purpose of this study was to investigate the relationship between teacher evaluation and teaching effectiveness of the teachers in special education schools . For approaching the above purpose, reading and analyzing relevant references are the most essential step. This study was taken special education schools as population, and surveyed through questionnaire investigation for understanding the current situation of teacher evaluation and teaching effectiveness, as well as the correlation between them. The questionnaires developed by researcher were distributed to 400 teachers in special education schools, and 321 copies were returned. Various statistics methods, including frequency distribution mean, standard deviation, percentage, Pearson’s product-moment correlation, t-test, one-way ANOVA, and Scheffe’ method were employed to analyze the data and differences among the participants’ background variables. The results of this study were as follows: 1. The importance of teachers’ perception toward teacher evaluation standard is in the highest level. 2. The degree of Teachers’ perception toward teacher evaluation and teaching effectiveness is in high level. 3. The importance of Teacher evaluation that teachers perceive is differed from present position. 4. Teacher evaluation that teachers perceive is differed from ages, working year, educational background , special education background and present position. 5. Teaching effectiveness that teachers perceive is differed from school’s size and educational background 6. Accepting and agreeing with teacher evaluation will raise teacher teaching effectiveness