A Study of Junior High School Teachers’ Attitude toward Teachers’ Professional Development Evaluation in Keelung City

• Main Authors: Shiue-Jen Tung, 童雪珍
• Other Authors: Yi-Shin Liou
• Format: Others
• Language: zh-TW
• Published: 2012
• Online Access: http://ndltd.ncl.edu.tw/handle/90144944937061108457

碩士 === 經國管理暨健康學院 === 健康產業管理研究所 === 100 === This study aims at exploring junior high school teachers’ attitude toward teachers’ professional development evaluation in Keelung City. The purposes of this study include: (1) To understand the theoretical foundation and content of teachers’ professional development evaluation. (2) To understand the current implementation of teachers’ professional development evaluation and teachers’ attitude toward their evaluation system in other representative countries. (3) To review the existing literature of the current implementation of teachers’ professional development evaluation in Taiwan and teachers’ attitude toward the evaluation system. (4) To understanding the junior high school teachers in Keelung, who didn’t participate in academic year 100th teachers’ professional development evaluation. (5) To make recommendation for continuous development of teachers’ professional development evaluation. This study adopts combined research methods in which questionnaire survey and interview were both employed. The questionnaires were sent to teachers in the six junior high schools that have not taken part in the 100 school year teachers’ professional development evaluation. With a responding rate of 93.24%, independent Sample t-test, one way ANOVA and post hoc Scheffe’s method were conducted to analyze the collected data, which were followed by LSD method when the result does not reach significant level. In-depth interviews were employed for the purpose to a better understanding of the reasons behind teachers’ attitude formation. Conclusions of the study are summarized as follows: 1. With the focus on teachers’ attitude toward purpose of teachers’ evaluation, Committee of Teacher Evaluation, scope and content of teachers’ evaluation, grading criteria, evaluation formality and disposition of evaluation result, below are the key findings. (1) Teachers’ professional development evaluation benefits teacher in career development, improvement of teacher quality and enhancement of student’s learning. (2) The Committee of Teacher Evaluation should consist of representatives from teachers with management role, specialty teacher group, and teacher union. (3) The elements of evaluation should include learning material design, teaching methodology, class management and guidance, education related training, job integrity and professionalism development. (4) The implementation of teachers’ professional development evaluation should be self-driven and should respect each individual school’s decision. Government can encourage schools to participate but should not make it mandatory. (5) With respect to the means of conducting teacher self evaluation, filling out self evaluation form is a more favorable approach in which teacher can elaborate on their performance. (6) With respect to other sources of teachers’ evaluation, most teachers think observer and grading personnel should be assigned by the Committee of Evaluation. (7) In addition to teacher self evaluation, teacher evaluation should also include real time classroom observation, teaching archives, interview and student’s feedback. (8) In post evaluation stage, the committee of evaluation should deliver hard copy of result of teacher evaluation to each teacher and keep the result confidential. (9) School management should offer help and guidance to teachers who were evaluated as under achievement. 2. Teachers’ attitudes toward teachers’ professional development evaluation are further analyzed with the focus on diversity of teachers’ background and experience. Key finding are listed as follows. (1) Male teachers appear to agree with evaluation standard and rules more than female teachers do. Other than that, gender is not a factor that affects teachers' attitude toward teachers' professional development evaluation. (2) No significant difference of attitude toward teacher evaluation is seen in teachers of different age or education level. (3) Teachers with management position have higher recognition for teacher evaluation than other teachers. (4) Teachers of 16 to 20 years of teaching experience have lower degree of agreement to teacher evaluation than teachers with other teaching experience level. (5) Teachers that come from school size of 31 to 45 classes have higher degree of agreement to teacher evaluation than teachers in other schools.