Assessment of Excellence Schools:Exploring the Relationship Between Teacher Professional Development and Teaching Effectiveness in Taipei City

• Main Author: 徐春花
• Other Authors: 王保進
• Format: Others
• Language: zh-TW
• Published: 2009
• Online Access: http://ndltd.ncl.edu.tw/handle/05328543974515512385

碩士 === 臺北市立教育大學 === 教育行政與評鑑研究所碩士班 === 97 === The purpose of this study is discovering the relationship between teachers’ professional development and teaching effectiveness of public elementary school teachers in Taipei City, finding the difference between teacher’s professional development and teaching effectiveness, and , ultimately, lend a layer of an analysis, as well as a discussion on the great diversity of the teachers’ professional development and teaching effectiveness as individuals and school backgrounds. Method of questionnaire is adopted in this project and 73 public elementary schools were selected. Totally 549 elementary school teacher were random selected as sample. We develop “Questionnaire of the Assessment of Excellence Schools: Exploring the Relationship between Teacher Professional Development and Teaching Effectiveness in Taipei City”. to collect information. The statistical methods were mean, standard deviation, randomized block design ANOVA, one-way analysis of variance, and t-test of independent variables. The major findings were: 1. The performances of teachers in public elementary schools in Taipei City on teachers’ professional development ranks good. 2. The performances of teachers in public elementary schools in Taipei City on the aspect of teachers’ professional development gets highest grades in the dimension of “creating teaching profile” 3. The current performance of teachers in public elementary schools in Taipei City in teaching effectiveness ranks good. 4. The performance of teachers in public elementary schools in Taipei City on the aspect of teaching effectiveness gets highest grades in the dimension of “Teacher paradigm”. 5. There are no significant differences in the variation of “major in bachelor degree” and “subject of teaching matches major subject”. However, there were significant differences in Teacher’s professional development in terms of “major in master degree” 6. There were significant differences in Teacher’s professional development in terms of “position” and “school size”. 7. When it goes to teaching effectiveness chief of section gets higher grades than supervisors and teachers. 8. There were significant differences in Teacher’s professional development and teaching effectiveness when it goes to teacher in public elementary schools in Taipei City. Based on the research results a number of recommendations were obtained for education administrations, elementary schools, elementary school teachers, and future researchers.