| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所 === 97 === The purpose of this study was to investigate the current condition and the relationship between implementation of the teachers’ professional development evaluation policy and the influencing factors in the public elementary schools of Taipei County. Using the method of stratified-ratio sampling, 561 teachers from 32 schools were selected as research subjects. These schools had participated in Ministry of Education Subsidy Programs for the experimental Teacher Professional Development Evaluation during the academic year 2006 to 2008. A questionnaire survey method was used in this study by the self-designed instrument in title of “The Questionnaire for Influencing Factors about Implementation of the Teacher’s Professional Development Evaluation Policy in the public elementary schools of Taipei County.” There were 359 valid questionnaires were received and the responding rate was 64%. Descriptive statistics, t-test, one way ANOVA and Pearson’s product-moment correlations were used to analyze the data.
The findings indicated that current implementation for the teacher’s evaluation policy in the public elementary schools of Taipei County reached the average level and that the factor of implementation process made the best performance. Teachers commonly agreed on the importance of factors that influenced policy implementation and they thought that execution subject was the most important factor. Some parts of the current implementation, however, remained improvable. With regard to background variables, the male teachers, the teachers with administrative positions, the teachers in the schools composed of more than 25 classes and the teachers who had experience in teachers’ evaluation had better perspectives on the current state of implementation. Moreover, the teachers with administrative positions and in schools composed of 25 to 48 classes were more aware of the importance of factors influencing policy implementation than others.
Some suggestions are proposed on the basis of this study. The Bureau of Education should take account of each school’s difference and consolidate a complete set of measures relative to the implementation policy of teacher’s evaluation. In addition, they should not only introduce school-based evaluation but also enhance the abilities of evaluating staff. Furthermore, the schools should develop a system to encourage professional advancement and job rotation. They should also make efforts to foster school culture with continuing learning and increase teachers’ willingness to participate in teachers’ evaluation. Last but not least, teachers should actively take parts in administrative affairs and participate in evaluation policy to advance their professions.
|
|---|
