A Study of the Construction of Teachers’ Professional Development Evaluation Indicators for Elementary Schools in Taoyuan City

• Main Authors: CHEN,CHING-WEI, 陳靜薇
• Other Authors: LIAO,YIH-HSING
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/55010653263409328780

碩士 === 中華大學 === 行政管理學系 === 104 === This study is for the purpose of exploring the construction of teachers’ professional development evaluation indicators for elementary schools in Taoyuan City.The main objectives of this study are shown as the following: 1.To survey Taoyuan City elementary school teachers’ importance and feasibility at teachers’ professional development evaluation. 2.To find out the evaluation indicators to keep on and to be improved. 3.Analyze the teachers’ professional development evaluation indicators contents and relative weights. In order to reach the research goal, this research adopted a questionnaire survey. Questionnaires were given to 858 Taoyuan city elementary school teachers. There were 654 valid returns at response rate of 76.22%. All collected data were analyzed by Importance-Performance Analysis (IPA) method with SPSS statistics software. Analytic Hierarchy Process (AHP) is applied to analyze the teachers’ professional development evaluation indicators contents and relative weights by surveying 15 experts.The conclusions are as the following: 1.Elementary school teachers with different backgrounds in Taoyuan City who had the experiences and who had no experiences of teachers’ professional development evaluation have significant differences with the gender, period of service, the highest education and the school scale. 2.Taoyuan City elementary school teachers’ importance at teachers’ professional development evaluation is above the mid level, between generally important and important. The highest importance is the “curriculum design and teaching” dimension. The lowest importance is the “research development and educational training” dimension. 3.Taoyuan City elementary school teachers’ feasibility at teachers’ professional development evaluation is above the mid level, between generally feasible and feasible. But it is between infeasible and generally feasible of the “research development and educational training “dimension. The highest feasibility is the “curriculum design and teaching” dimension. The lowest feasibility is the “research development and educational training” dimension. 4.After IPA analysis, there are 32 descriptors and up to 46.4 % of them fall within the “keep up the good work” area. There are 12 descriptors and up to 17.4 % of them fall within the “concentrate here” area. There are 4 dimensions, 14 indicators and 44 descriptors in professional development evaluation indicators for elementary school teachers in Taoyuan City. 5.The highest weight value of the four dimension is the “classroom management and counseling” dimension. “Establish a good working relationship with colleagues at the school, parents and the community.” in the “professionalism and attitude” dimension is the highest weight value of the 14 indicators. Finally, based on the conclusions of the stydy, the researcher presents the recommendations to educational administrative authorities and future studies.