| Summary: | 碩士 === 國立臺北教育大學 === 教育事業創新經營碩士學位在職進修專班 === 99 === The study emphasizes on discussion of the relationship between elementary school teachers’ professional growth and students’ learning achievement in participating the teacher professional development evaluation, in order to view the results for the teachers’ professional development evaluation. This study adopted questionnaire survey method, and developed “ Teachers’ Professional Development and Students’ Learning Achievement Questionnaire” and “Students’ Learning Achievement Questionnaire” for research tools. The samples were elementary school teachers participating the teacher professional development evaluation in Taipei City Wenshan District of teaching in high grades and students of the class. It sent out 36 teachers and 1163 students questionnaires, 31 teachers and 1032 students effective. Data were analyzed by using descriptive statistics, t-test, ANOVA and Pearson product-moment correlation. The conclusions were the following:
1. Elementary school teachers’ views of participating in professional
development evaluation were medium but in the overall view were low.
2. Elementary school teachers’ views of participating in professional
development evaluation were different from gender, educational
background,however were not influenced by age, teaching service year , participating evaluation year and motivation .
3. Elementary school teachers’ professional growth in participating the
teacher professional development evaluation were medium.
4. Elementary school teachers’ professional growth in participating the
teacher professional development evaluation were different from gender,educational background , however were not influenced by age, teaching service year , participating evaluation year and motivation .
5. There was a close relationship between teachers’ views of participating
in professional development evaluation and teachers’ professional
growth.
6.Before and after participating in professional development evaluation, elementary school teachers thought students’ learning achievement presenting upward tendency.
7. Elementary school teachers’ participating evaluation motivation and
year did not affect the students’ learning achievement teachers thought.
8. Elementary teachers participating in professional development
evaluation, students thought the highest achievement in the skills.
9. After elementary teachers participating in professional development
evaluation, students’ learning achievement were different from grade
and gender.
10. Student’ learning achievement teachers thought were higher than that
students thought.
11. The learning achievement students thought were different from
teachers gender, age, teaching service year,educational background,
participating evaluation year and motivation.
12. There was a low relationship between elementary school teachers’
professional growth and students’ learning achievement.
|
|---|
