The Study on the Perspectives of Elementary School Teachers toward Teacher Evaluation for Professional Development in New Taipei City

• Main Author: 黃綉茹
• Other Authors: 何希慧
• Format: Others
• Language: zh-TW
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/99973836658309388327

碩士 === 臺北市立大學 === 教育行政與評鑑研究所教育行政碩士學位在職進修專班 === 102 === The purpose of the research is to explore the perspectives of elementary school teachers toward teacher evaluation for professional development in New Taipei City. Different background variables were compared and their effects were discussed. The study adopted questionnaire survey methods, and designed the survey questionnaire, “Views of Elementary School Teachers toward Teacher Evaluation for Professional Development in New Taipei City.” as a research tool. There were 492 questionnaires by mail and 377 valid questionnaires were returned. Then statistics were used to analyze the survey with mean, standard deviation, t-test, One-way ANOVA, and multiple response analysis. The conclusions were listed as below： 1. The level of the elementary school teachers’ agreement on the execution plan of teacher evaluation for professional development was medium-high. 2. The elementary school teachers’ agreement on the execution plan of teacher evaluation for professional development was showed obvious differences in gender, service seniority, and school size. 3. The level of the elementary school teachers’ agreement on the education policy was medium-high. 4. The elementary school teachers’ agreement on the education policy of teacher evaluation for professional development showed obvious differences in gender and school size. 5. Analyzing the most important options of the elementary school teachers’ agreement on the support mechanisms of teacher evaluation for professional development：Predicament solving strategies, supplemetary measures of the educational authorities, and supplementary measures of school administrations. In the end, this study provides some suggestions for the educational authorities, school administrations, teachers and the future researchers of the same area.