Research on Teaching Evaluation Indicators of Elementary Physical Education of PE Teachers in Taipei County

• Main Authors: Wei-Su Huang, 黃偉書
• Other Authors: 翁志成
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/05080899255653459741

碩士 === 國立臺灣體育大學(桃園) === 體育研究所 === 96 === Abstract This research aimed at comprehending viewpoints of elementary physical education teachers on the importance of teaching evaluation indicators of physical education and examining the differences in the importance of teaching evaluation indicators of physical education among elementary physical education teachers with different background variables. This research adopted the methodology of literature analysis and questionnaire survey. A self-compiled scale with the topic “Scale of Teaching Evaluation Indicators of Elementary Physical Education” was used as the research tool in the research. The subjects were PE teachers who served in public elementary schools in Taipei County during the academic year of 2007. A total of 792 questionnaires were distributed and 660 completed ones were returned for an 83% response rate. Data were processed using descriptive statistics, One-Way ANOVA, and Scheffe Test. The major findings of the research are summarized as follows: 1. The teaching evaluation indicators of elementary physical education contained: (1) teaching plan and preparation; (2) teaching and strategies; (3) classroom management; (4) assessment of teaching and feedback; (5) communication and cooperation; (6) teaching research and professional growth. There were six constructs and 49 indicators. 2. In terms of the importance of indicators of elementary PE teachers’ teaching evaluation of physical education, the “teaching plan and preparation” indicator ranked first and all indicators reached a high-intermediate level. 3. On the whole, no significant difference was found among male and female elementary PE teachers with different educational levels and teaching seniorities. 4. With regard to PE teachers at different positions, there were few significant differences in every respect. Only the “teaching research and professional growth” construct in which we found the fact that PE teachers served administrative work concurrently scored higher than those doubled as homeroom teachers reached a significant difference. 5. With reference to all aspects of teaching evaluation indicators, there were significant differences between elementary physical education teachers of PE majors and non-PE majors. Teachers of PE majors all scored greater than those of non-PE majors. However, there were no differences between physical education teachers of PE majors and non-PE majors in the viewpoints of classroom management.