A Study on the Program “Teacher Evaluation for Professional Development” in Junior High Schools in Yi-lan: Its Effects and Teachers’ Willingness of Sustained Participation

• Main Author: 李哲榮
• Other Authors: 姜新立 教授
• Format: Others
• Language: zh-TW
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/58260563704667921487

碩士 === 佛光大學 === 未來學系 === 98 === This research aims to explore three questions about the program of “Teacher Evaluation for Professional Development” (TEPD) in junior high schools in Yi-lan, Taiwan: how it has been put into practice, what effects it has on teachers’ professional development, and teachers’ willingness of sustained participation in this program. A questionnaire survey “’Teacher Evaluation for Professional Development’ in Junior High Schools in Yi-lan: Its Effects and Teachers’ Willingness of Sustained Participation” is applied in this research, including questions of four parts: the interviewee’s personal data, questions of how the program is designed and carried out in his/her school, a scale of effects on his/her professional development, and a scale of his/her willingness of sustained participation. Totally 116 questionnaires have been issued and 96 of them have been completed and are valid, and the rate of return is 82.76%. After analyzing with descriptive statistics, independent-samples t test, one-way ANOVA, Scheff's method, chi-square test of homogeneity, and Pearson correlation analysis, the following conclusions are generated: 1. Situations of the TEPD program in junior high schools of Yi-lan: (1) Most teachers agree that the aim of the TEPD program is to help teachers develop their professional performance in teaching. (2) “Curriculum design and teaching” and “Class management and counseling” are mainly developed in participating schools in the program of TEPD. (3) Most teachers agree that schools can set their criteria according to their needs. (4) Most teachers consider that the most appropriate frequency of teaching observation is once a year. (5) Most teachers agree on the professional ability of the evaluators and councilors. (6) Most teachers agree that a meeting is held before the teaching observation. (7) Most teachers agree that a discussion meeting is held after the teaching observation. (8) Most teachers agree that TEPD program promote professional conversations among teachers. (9) Most schools don’t give participating teachers of this program any reward, and next to it is administrative reward. (10) Most teachers agree that TEPD program can help teachers who need improvement. (11) Teachers who participate in this program confront the difficulty from two main points: they feel “overloaded in working hours from preparation of the evaluation and the evaluation itself” and they feel the “lack of human resources to support the evaluation.” (12) Most teachers agree that the result of this program can help teachers develop their professional performance in teaching. Two kinds of results are mostly done: “Teaching observations indeed completed and evaluation data collected, and “Teaching porfolio finished and evaluation data collected.” (13) Most teachers agree with the overall effects of the TEPD program in their schools. 2. Effects of teachers’ professional development and participants’ willingness of sustained participation (1) The rate of “Effects of teachers professional development” is medium-high¸ among which “Professional Dedication Spirit” and “Curriculum Design and Teaching” are the highest. (2) The rate of “No willingness of sustained participation” is medium-low. (3) As shown in the chart “The effects of the program on teachers with different background variables,” there are significant differences in the items “School Size” and “School Location”, while there are no significant difference in “Gender,” “Years of Teaching,” “Education Level” and “Present Position.” (4) As shown in chart The willingness of sustained participation of teachers with different background variables,” there is significant difference in “Present Position” and “School Size”, but there is no significant difference in “Gender,” “Years of Teaching,” “Education Level” and “School Location.” (5) There is significant negative correlation between the effects of teachers’ professional development and their willingness of sustained participation. Keywords: teacher’s professional development, teacher evaluation, teacher’s professional development and evaluation