| Summary: | 碩士 === 國立臺北藝術大學 === 藝術與人文教育研究所 === 102 === Teachers'' roles have changed over time. With the education reform act and social expectations, evaluation of the teaching profession hasbecame the focus of our society. In order to meet our social expectations, teachers need to learn and grow constantly. This study will explore the evaluation of the teaching profession of the junior and seniorhigh school teacher evaluation project. With 200 questionnaires from junior high schools and senior high schools in New Taipei City, the researcher uses the rubrics for Department of Teacher Evaluation in domestic and overseas universities to determine a more appropriate evaluation rubric for music teachers in Taiwan.
This study is based upon research data obtained from the results of the “Research on Junior and Senior High Music Teacher Profesional Evaluation Overview Questionnaire”, developed by the researcher, based on relevant work in the field Questionnaire data received fromeach district in New Taipei City schools. 200 questionnaires were distributed and 132 valid sample questionnaires recovered, for an effective yield of 70%. Statistical analysis methods were used to process questionnaire data and applied to research data including descriptive statistics, factor analysis, reliability analysis, independent sample t-test, one-way ANOVA, and multiple regression analysis.
The findings of this study are as follows:
1. Both junior and senior high school music teachers consider “teachingplanning and implementing” as a very important and practical evaluation element.
2. Both junior and senior high school music teachers think “teaching planning and implementation” as a very feasible element, followed by “professional knowledge and development.”
3. The importance of “classroom management and student counseling” is more valued by the music teachers graduated from domestic universities in Taiwan than those teachers with an overseas degree.
4. The importance of “professional knowledge and development” is more valued by seniorhigh school music teachers than those who teach in junior high.
5. The importance of “art service and art learning” and the importance of “cooperation and communication between the executive,” are both more valued by male music teachers than female teachers.
6. The importance of “artistichonors and growth” is more valued by teachers of age group 26-30 years old than those of age group 36-40 years old.
7. The feasibility of “art honorsand growth” is more valued by the substitute music teachersthan the full-time music teachers.
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