| Summary: | 碩士 === 淡江大學 === 教育政策與領導研究所碩士在職專班 === 97 === The purposes of this study were to understand the status-quo of elementary and junior-high school teachers’ cognition, concerns and coping strategies for evaluation on teachers’ professional development in Taipei County, and to analyze the correlations among teachers’ cognition, concerns and coping strategies, with an attempt to propose both conclusions and suggestions for educational administrative authority and future researchers.
The research method applied for this study was questionnaire survey. By intensive literature review, the related concepts of evaluation on teachers’ professional development were clarified, and theoretical foundation for research framework was established. And then a questionnaire was designed and administered to school teachers to collect empirical data for analysis.
The subjects of questionnaire survey were 907 elementary and junior-high school teachers in Taipei County selected from 65 schools by means of stratified random sampling method. Data of 776 returned questionnaire were analyzed by using statistical methods including means, standard deviations, one-way ANOVA, Pearson’s product-moment correlation.
Based on the results of data analysis, conclusions of this study were stated as follows:
1. The school teacher’s cognition, concerns and coping strategies toward evaluation on teacher’s professional development were categorized as ‘medium-high’ level, and were not significantly varied by teacher’s personal variables and school background variables.
2. The evaluation on teacher’s professional development initiated and promoted by MOE was positively understood and supported by school teachers in Taipei County.
3. School teachers in Taipei County possessed a general high awareness on the possible overall implementation of evaluation on teacher’s professional development in the future.
4. School teachers in Taipei County demonstrated their high attention on both the technical and systematic dimensions of the implementation of evaluation on teachers’ professional development.
5. School teachers in Taipei County concerned more on the effects of the implementation of evaluation on teachers’ professional development on themselves than the effects on the school or on the development of profession.
6. The coping strategies as adapted by school teachers in Taipei County for the implementation of evaluation on teachers’ professional development reflected an action-orientation rather than concept-orientation.
7. The correlations among teachers cognition, concerns and coping strategies for evaluation on teachers’ professional development indicated significant low-positive relations.
Based on the above conclusions, this study puts forth applicable suggestions for primary and secondary teachers, schools and educational administrative authority, with an attempt to facilitate the evaluation on teacher’s professional development in the long run.
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