| Summary: | 碩士 === 國立臺北科技大學 === 技術及職業教育研究所 === 98 === This study aimed to research perception of technological university faculties to the professional competency and professional performance of evaluators. In order to realize the relation between professional competency and professional performance, this study investigated the effects of different background variables on perception to important degree of professional competency, and perception to possessive degree of professional performance as well as the difference between the two aforementioned types of perception.
Questionnaires were designed as the measurement scales on the professional competency and professional performance and distributed to faculties at 32 technological universities which were evaluated by Taiwan Assessment and Evaluation Association from 2005 to 2008. Among all 1,000 distributed questionnaires, 646 had responded, of which 632 were valid with a valid response rate of 63.2%. This study adopted Descriptive statistics, one-sample t-test, independent t-test, One-Way ANOVA, and Importance-Performance Analysis to analyze questionnaire data.
The findings were as the follows:
1.Perception of technological university faculties to important degree of evaluators’ professional competency was remarkably higher than high level.
2.Perception of technological university faculties to possessive degree of evaluators’ professional performance was remarkably higher than medium level.
3.Technological university faculties had remarkable differences on important degree perception to professional competency of evaluators due to education level and categories of evaluation.
4.Technological university faculties had remarkable differences on possessive degree perception to professional competency of evaluators due to gender, educational level, seniority, results of evaluation, attributes of universities, and categories of evaluation.
5.Technological university faculties had higher perception to important degree of professional competency than to possessive degree of professional performance.
|
|---|
