| Summary: | 碩士 === 國立暨南國際大學 === 教育政策與行政學系 === 103 === The research aims at probing into teachers’ professional autonomy and teacher evaluation system of public secondary and elementary school in Taiwan. To analyze the value of teacher who possess professional autonomy in the Constitution, Educational Fundamental Act, and Teachers’ Act. The value would link with teacher evalution system draft in Taiwan. The main research methods adopted documentary analysis, historical research, and comparative research to collect data and analyze results. To explore the relationship between the teachers’ professional autonomy in law and teacher evaluation in documents.
Accordingly, the results of the experiments and analyses indicate the six conclusions below:
1. Teachers’ professional autonomy includes “profession” and “autonomy” reinforcing each other.
2. Teachers have freedom of teaching in the Constitution.
3. The Educational Fundamental Act clearly expressed teachers have teachers’ professional autonomy.
4. The Teachers’ Act clearly protected the professional status of teachers, and clearly defined the meaning of teachers’ professional autonomy.
5. Teacher evaluation is the important method to conserve teachers’ professional autonomy.
6. The purpose of teacher evalution system draft is formative, and then protect students’ right of education.
Five suggestions based on the results of this study are as follows:
1. The parental law and filial law of teachers’ professional autonomy should systematically integrate.
2. Teacher evaluation system and teacher performance appraisal should be clearly divided.
3. The standards and methods of teacher evaluation should be strategically planned aiming at target.
4. Teachers should adequately realize the range of teachers’ professional autonomy in educational law.
5. To strengthen advertising the purpose of teacher evaluation system, and to implement step by step.
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