| Summary: | 碩士 === 玄奘大學 === 公共事務管理學系碩士班 === 97 === The aim of the present study is to explore the viewpoints of teachers at Happy Elementary School in Hsin Chu City in light of current situations as well as quandaries executing the project of “teacher professional development evaluation”. The purposes of the research are: 1) to understand the current situations of executing the project of “teacher professional development evaluation” in Happy Elementary School in Hsin Chu City, 2) to investigate the quandaries of teachers at Happy Elementary School in participating the project, 3) to compare the variances resulted from different personal background towards the viewpoints in executing the project among the subjects in the present study, and 4) to propose feasible suggestions for individual schools, educational organizations, and future studies upon planning or implementing the project based on the findings of the present study.
For the purposes of the present study, the cohort in the study was composed of 37 teachers at Happy Elementary School in Hsin Chu City who have been participating in the project since fall semester, 2008. Founded on the theories of “The personnel Evaluation Standards” and “The CIPP Model for Evaluation”, research tools in the design adopted were literature review and interview supported with a self-developed questionnaire with 94.59% returning rate and 100% useable rate. Data were analyzed by frequency of occurrence in percentage and Chi-square test statistically assisted with the qualitative results collected from interviews. The results of the present study are listed as follows.
1.Viewpoints of the elementary school teachers concerning several aspects of executing the project of “teacher professional development evaluation”: 1) the aim of the project should be formative, 2) the criteria of the project should be justifiable and subjective and the contents of it should be closely linked to teaching, 3) well planning of the timing and approaches in conducting the project is necessary for setting up agreeable criteria between the school and teacher participants, 4) “self-evaluation” is the most frequently accepted evaluation method by the participants, 5) fairness in evaluation and experiences in conducting the evaluations should be required as the qualifications of the evaluators, 6) the framework of the evaluation should be multiple, consisted of classroom observations, teaching portfolios, etc., 7) based on the evaluating results, awards and consultancy should be given to teachers with different abilities and performances accordingly, 8) the “annul evaluation” is the most frequently accepted timing for executing the project, and 9) the smoother implementation of the project should take into considerations of incorporating different facets and factors in relation to the teachers’ concerns and the administrative loads of the school.
2.Comparisons of the variances resulted from different personal background (e.g., educational background, service year, position, and participant voluntaries) towards the viewpoints in executing the project among the subjects in the present study showed partial significant differences.
The findings clearly illustrate constructive implications for educational organizations, elementary schools, individual teachers as well as future researchers while planning, executing, implementing, and exploring the project of “teacher professional development evaluation”.
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