| Summary: | 碩士 === 國立臺北教育大學 === 教育政策與管理研究所 === 95 === This study adopts a sensemaking approach to explores the implementation status of teachers’ professional development evaluation policy subsidized by Ministry of Education in 2006. The purposes of this study: (1) to examine the content understanding of teachers in elementary schools toward the teacher evaluation policy content, (2) to discover the meaning construction of teachers in elementary schools toward the teacher evaluation policy, (3) to discover the action strategies of teachers in elementary schools in response to the teacher evaluation policy, and (4) to propose suggestions about the implementation of teacher evaluation policy as a reference for educational administrative authorities, schools, and teachers.
To achieve these purposes, this study applied questionnaire survey and interviews to gather research data. Subjects of the questionnaire included 547 teachers and interviews 9 teachers. Data of questionnaire were dealt with SPSS/PC for windows to get statistic analysis. The comments of the questionnaire and opinions from interviews were discussed in the results of the statistic analysis. The major findings were listed below:
1. Teachers’ content understanding toward the implementation of teacher evaluation policy
A. Teachers’ content understanding toward the teacher evaluation policy falls to upper-middle level.
B. Teachers’ content understanding toward the teacher evaluation policy does not differ with school scales and service years.
C. Levels of content understanding of principals toward the teacher evaluation policy are higher than these of section chiefs and teachers.
D. Levels of content understanding of teachers who attend teacher evaluation workshop toward the teacher evaluation policy are higher than these of teachers who do not attend teacher evaluation workshop.
E. Levels of content understanding of teachers in schools that join teacher evaluation experiment toward the teacher evaluation policy are higher than these of teachers in schools that do not join teacher evaluation experiment.
F. Levels of content understanding of teachers who attend the teacher evaluation experiment toward the teacher evaluation policy are higher than these of teachers who do not attend the teacher evaluation experiment.
2. Teachers’ meaning construction toward the implementation of teacher evaluation policy
A. Teachers’ meaning construction toward the teacher evaluation policy fall to upper-middle level.
B. Teachers’ meaning construction toward the teacher evaluation policy do not differ with school scales and service years.
C. Levels of meaning construction of principals toward the teacher evaluation policy are higher than these of section chiefs and teachers.
D. Levels of meaning construction of teachers who attend teacher evaluation workshop toward the teacher evaluation policy are higher than these of teachers who do not attend teacher evaluation workshop.
E. Levels of meaning construction of teacher in schools that join teacher evaluation experiment toward the teacher evaluation policy are higher than these of teachers in schools that do not join teacher evaluation experiment.
F. Levels of meaning construction of teachers who attend the teacher evaluation experiment toward the teacher evaluation policy are higher than these of teachers who do not attend the teacher evaluation experiment.
3. Teachers’ action strategies in response to the implementation of teacher evaluation policy
A. Teachers’ action strategy in response to the teacher evaluation policy belongs to passive attitude.
B. Teachers’ action strategy in response to the teacher evaluation policy does not differ with school scales and service years.
C. Principals’ active action strategy in response to the teacher evaluation policy is higher than that of section chiefs and teachers.
D. Levels of active action strategy of teachers who attend teacher evaluation workshop in response to the teacher evaluation policy are higher than these of teachers who do not attend teacher evaluation workshop.
E. Levels of active action strategy of teachers in schools that join teacher evaluation experiment toward the teacher evaluation policy are higher than these of teachers in schools that do not join teacher evaluation experiment.
F. Levels of active action strategy of teachers who attend the teacher evaluation experiment toward the teacher evaluation policy are higher than these of teachers who do not attend the teacher evaluation experiment.
Based on the above findings, it offers some suggestions about the implementation of teacher evaluation policy for educational administrative authorities, schools, and teachers.
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