| Summary: | 碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 97 === The purpose of this research was discussed the opinions of policy performers about the effect factors of the experimental Teacher Professional development evaluation policy implementation, the contrast circumstance in different background policy performers about the experimental teacher professional development evaluation policy implementation and the relations between the effect factors on the experimental teacher professional development evaluation policy implementation. The result of this study is the reference for the experimental teacher professional development evaluation policy and the academic research and the application in the future.
This study proceeded with document analysis and questionnaire. The tool for this study is the self-edited Questionnaire of the study on the effect factors of the experimental teacher professional development evaluation policy for elementary schools in middle Taiwan. The study investigated 390 teachers were chosen random from Miaoli county、Taichung county、Taichung city、changhua county. Respondents valid in replying the questions were 80%. The data was analysized with the following approaches. Percentile proportion, mean, standard, Deviation, Independent Sample t-test, one way ANOVA, Test of homogeneity of proportions, Scheff’e posteriori Comparisons, Pearsons’ product-moment correlation. The conclusions of this study as follow：
一、The whole for the effect factors of the experimental teacher professional development evaluation policy implementation for elementary schools for awareness is very well.
二、The different background policy performers for the effect factors of the experimental teacher professional development evaluation policy implementation at elementary schools for approval degree are obviously contrary.
三、The effect factors of the experimental teacher professional development evaluation policy implementation for elementary schools are positive correlation. The approval degree of the effect factors on the experimental teacher professional development evaluation policy implementation for elementary schools are higher in certain part, and the approval degree of the effect factors in the other parts are higher,too.
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