| Summary: | 碩士 === 中華大學 === 科技管理學系碩士在職專班 === 100 === ABSTRACT
This study aims to understand the current conditions and relevant factors of teacher’s teaching efficiency and work stress in schools which continuously participate in teacher’s evaluation for professional development in Taichung City. Further, this study discusses the influence of interplay between teaching efficiency and work stress. The questionnaire is adopted in this study, and the researcher randomly selects 297 elementary school teachers as participants through Purposive Sampling. The questionnaire includes two parts “Teaching efficiency scale” and “work stress scale”, and finally the researcher retrieves 266 questionnaires, including 256 effective samples. The rate of questionnaire collection is 86.2%. Next, rooted in the statistics of data analysis, the results reveal that for teachers, the cognition of teaching efficiency is medium level; the sense of overall work stress is corresponded to middle level. Background is used as a variable to conduct two-way ANOVA, and in the range of teaching efficiency, gender, education, and the time frame of participating in the evaluation are not significant for the sense of teaching efficiency; teachers in smaller scale schools are higher. For the part of work stress, gender, time frame, and the scale of a school show more congruent consequence in the sense of work stress; teachers with higher education feel lower stress. Otherwise, the result of correlation analysis reveals that the negative relevance between teachers’s teaching efficiency and workload is significant.
Combing the results of this study, the researcher provides following conclusions:
1. The elementary school teachers in Taichung City of continuously running teacher’s evaluation for professional development give positive affirmation.
2. The elementary school teachers in Taichung City that participate in teacher’s evaluation for professional development feel work stress because of workload.
3. In terms of continuously participating in teacher’s evaluation for professional Development, smaller scale schools can enhance teachers’ teaching efficiency.
4. Male teachers who participate in teacher’s evaluation of professional development have strong feelings for work stress; teachers with master degree feel lower work stress.
5. Based on continuously participating in teacher’s evaluation for professional Development, work stress is helpful for elevating teaching efficiency.
According to the results, this study offers further suggestions to promote teacher’s evaluation for professional development and to make this study as reference for future researchers.
Keywords：teacher’s evaluation for professional development、teaching efficiency、work stress
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