| Summary: | 碩士 === 國立東華大學 === 教育行政與管理學系 === 100 === This study investigated the current application of teacher leadership theory to teacher evaluation for professional development in Ilan County as well as difficulties encountered in the application. Based on research findings, this study also proposed some suggestions to the authorities and schools concerned.
An elementary school in Ilan County was selected. To explore the process, method, effectiveness, difficulties, and solutions regarding application of teacher leadership theory to teacher evaluation for professional development in this school, this study used methods including interview, observation, and data collection. A total of eight participants were interviewed. Data obtained from interview, observation, and other sources were coded, analyzed, and verified using triangulation. From the analysis results, this study derived the following conclusions:
一、 The development and process of application of teacher leadership theory to teacher evaluation for professional development in this case school:
(一) Application of teacher leadership to teacher evaluation for professional development was associated with the professional background of the school’s principal.
(二) Implementation of teacher leadership could benefit administrative staff in the execution of the teacher evaluation for professional development policy.
(三) Teacher leadership increased teamwork among teachers and facilitated execution of the policy.
(四) The crisis caused by declining birth rate motivated teachers to have leadership behavior and hold a positive view of the policy.
(五) Utilizing teacher leadership in teacher evaluation for professional development was essential for creating a professional image of teachers.
二、 The method and effectiveness of application of teacher leadership theory to teacher evaluation for professional development by this case school:
(一) The method involved:
1. Find opinion and group leaders with certain key characteristics;
2. Arrange a period of time for dialogue and communication between teachers responsible for the same grade of students;
3. Search for suitable partnerships;
4. Use teacher leadership and group learning to promote professional growth;
5. Promote rolling plans and integration to ensure implementation of the teacher evaluation for professional development policy.
(二) The effectiveness could be explained by:
1. Increased trust and sharing of teaching experiences among teachers.
2. Teachers' effort in self-examination, introspection, and effective control of their instructions in teaching was a manifestation of teacher leadership.
3. Empowerment of the administrative staff helped increase teachers’ professional satisfaction and growth.
三、 The difficulties encountered and coping strategies used by the case school in the application of teacher leadership theory to teacher evaluation for professional development:
(一) Organizational reengineering and teamwork were the case school’s solutions to high administrative workload on teachers.
(二) If teachers had to attend too many long meetings, the case school would hold grade meetings instead to alleviate the work pressure on teachers and allow them to have more time to form consensuses.
(三) Senior teachers’ low intention toward further training could affect promotion of teacher evaluation for professional development. The case school used the concept of learning organization to facilitate the teachers’ professional growth.
Based on the above conclusions, this study finally proposed suggestions to education authorities, school administrations, and future researchers, respectively.
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