| Summary: | 碩士 === 國立彰化師範大學 === 會計學系企業高階管理 === 100 === According to Statistical Office of the Ministry of Education, the newborn population in Taiwan declined sharply from 410,000 in 1987 to 190,000 in 2009, causing such problems as mergers between classes or schools, small classes, surplus teachers, tense parent-teacher relations, and heavy workload for part-time administrative teachers. With the decreased number of students, present teachers have few classes, the system of co-hired teachers is introduced, and the transfer of teachers increases in frequency, which all gives rise to the alienation between student and teacher and the poorer teaching quality. In addition, parents pay more attention to their children’ education, educational reform and hope for better learning environment. As a consequence, National Education Conference was held in August, 2010, to strongly request teachers in secondary school to enhance their professional development and to participate in the evaluation.
The Ministry of Education, based on the conclusions and suggestions made in National Education Conference on 13th &; 14th August 2003, had invited scholars, experts, and representatives of parents and teachers many times to deliberate and discuss on the preceding problems, and further released the implementation scheme of Teacher Evaluation for Professional Development (TEPD) on 3rd April 2006, sponsored by the Ministry of Education, in order to assist teachers’ professional development. The number of secondary schools participating in TEPD doubled yearly as there were 17 schools in 2006, 29 in 2007, 54 in 2008, 144 in 2009, and 206 in 2010, according to the statistics offered by Central Region Office, Ministry of Education. This study is motivated to assess the effects of the schools participating in TEPD and to explore the difficulties of implementing TEPD as well as the strategies for tackling them.
This paper use expert interviews and questionnaire survey to analyze the research purposes. Using Secondary Schools data from Taiwanese firms during a period from 2009-2010 academic years, we survey 13,928 samples. This paper surveyed 348 questionnaries, 258 were recovered and are valid questionnaires.The research of analysis is carried out by means of satitcial analysis. It is provides part support for these predictions. This study aims to evaluate the consequences, values, pros and cons of implementing Teacher Evaluation for Professional Development (TEPD) in secondary schools nationwide in 2009 and 2010.
The results indicate that most of the TEPD’s effectiveness be affirmed by the subjects in the Secondary Schools. The most satisfaory of the TEPD’s effectiveness is the pricipals of the Secondary Schools in the subjects. Furthmore, for the administrative officials of the Senior High Schools in the subjects. The lowest satisfaory of the TEPD’s effectiveness is the teachers of the Secondary Schools in the subjects. The implication of this result indicates that the teachers of the Secondary Schools doubts about TEPD. Last this research provides some suggestion to TEPD.
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