An Action Research of 360-degree Feedback for Teaching Improvement-A Case Study of an Elementary School Teacher in Taoyuan County

• Main Authors: Cai-Ting Yao, 姚采町
• Other Authors: Yu-Min Chien
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/48666305843333576186

碩士 === 中原大學 === 教育研究所 === 98 === Abstract In Europe and USA, 360-degree Feedback have already been widely used in corporate field and education field in recent years. Until now, few related studies about applying 360-degree Feedback to education has been needed in Taiwan. Those studies emphasize on discussing educator’s recognition and support for 360-degree Feedback and the feasibility of assessment for teachers in junior high and elementary schools. Therefore, the purpose of this study is to explore the application of 360-degree Feedback on one elementary school teacher at Taoyuan county to improve her teaching effectiveness. This study employed an action research. By using purposive sampling, this study chosed one fifth-grade classroom teacher as the research participant. Other cllaborative participants were composed of the chief of one director of student affair, two classroom teachers of the fifth grade and the students of this teacher. Data collection methods included surveys, in-depth interviews, teaching observations, research journal. Research steps were as follows. First, collaborative participants filled out questionnaire of teaching effectiveness to assess the teacher’s teaching advantages and disadvantages. Secondly, the teacher and her colleagues discussed collaboratively specific strategies for teaching improvement. Likewise, we also explored how 360-degree Feedback affected teacher’s teaching performance. Finally, we understood the factors of improveing teaching. According to the research purposes and research findings, this research acquired the following conclusions: 1.The use of 360-degree Feedback could assess the teacher’s teaching effectiveness. 2.The use of 360-degree Feedback improved teaching effectiveness. Four different feedbacks that staffs agreed that the teacher's overall teaching effectiveness is improved. 3.The teacer experienced three stages of exploration, adaptation, stablization to improve sttudents’ discipline, and further created positine classroom climate. 4.Three fuctors of improving teaching effectiveness included: Teachers’ positine opinions toward the 360- degree Feedback, of the organizational culture, personal characteristic, with reflection, self-confidence and responsibility. 5.Four difficulties encountered when using the 360-degree Feedback included interpersonal pressure, difficulty of finding time to meet, psychological rejection and lack of teaching experience-sharing mechanism. According to the above findings, the researcher proposed some suggestions for the teacher, the administrative authorities, the elementary school, and teacher preparation program.