The Study on the Public Elementary School Teachers’ Perception of Teacher Professional Development Evaluation and the Job Pressure of Teacher Professional Development Evaluation in Tainan City

• Main Authors: Su,Hsing-O, 蘇杏娥
• Other Authors: 張媛甯
• Format: Others
• Language: zh-TW
• Published: 101
• Online Access: http://ndltd.ncl.edu.tw/handle/38696163381833980889

碩士 === 南台科技大學 === 教育領導與評鑑研究所 === 100 === The purposes of this study were to explore the current situation and the correlation between the perception of teacher professional development evaluation and the job pressure of teacher professional development evaluation in the public elementary school in Tainan City, to analyze the differences with different backgrounds. Finally, this study attempted to verify these factors for prediction. To achieve the purposes , the research data were collected through questionnaire survey. The samples in this study included 300 elementary school teachers in Tainan City who participated in the Teacher Professional Development Evaluation program in the 100th school year, and 284 responses were collected. In the 284 responses, 280 were valid. The effective rate was 93.3%. The returned data were analyzed by the statistical software SPSS 18.0 for Windows . Statistical methods were used, including of mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation and stepwise multiple regression analysis. Conclusions of the study were as followed: 1. The degree of the perception of teacher evaluation for professional development was highly above than medium degree. 2. The degree of the job pressure of teacher evaluation for professional development was slightly below than medium degree. 3. There were significant differences in the degree of the perception of teacher professional development evaluation among the educational degree, work position, and teachers’ experience of participating in the evaluation. 4. There were significant differences in the degree of the job pressure of teacher professional development evaluation among the work position, marriage condition, school size, teachers’ experience of participating in the evaluation. 5. There were slightly negative correlations between the degree of the perception of teacher professional development evaluation and the job pressure of teacher professional development evaluation. 6. The degree of the perception of teacher professional development evaluation could predict the job pressure of teacher professional development evaluation. According to the results of the research, several suggestions to educational administrative institutions, elementary school administrations, teachers and future researches were proposed.