A Study on Teaching Satisfaction and Academic Achievement after the Implementation of Teacher Evaluation System - A Case Study of a University of Technology in Southern Taiwan

• Main Authors: HSU, YU-LING, 許毓玲
• Other Authors: SUN, KOUN-TEM
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/59geu9

碩士 === 國立臺南大學 === 數位學習科技學系數位學習科技碩士在職專班 === 104 === Abstract Because of University Act, universities establish the teaching evaluation system to evaluate teachers’ performances in teaching, research, consulting, and services since 2005. Due to the rapid change of the population structure, the birthrate decreases obviously and seriously. This leads to the imbalance of the supply and demand for students, and results in the withdrawal for some universities in recent years. Because the Ministry of Education especially focus on the implementation of the program for promoting teaching excellence universities, the teaching quality and the improvement of the performance of educating, universities concentrate on teaching evaluation more than ever. The Descriptive Statistics, Pearson Correlation Coefficient, and Paired-Samples T Test were applied to explore the differences of teaching assessment, students’ achievement, and the failure rate after the implementation of teaching evaluation system. Via adopting the methods of document analysis, some teachers’ point of view of teaching evaluation, and the effect of their teaching were revealed, which makes research’s the results more trust and reliable. The results showed that the levels of teaching satisfaction were higher after the implementation of teaching evaluation system. The teachers gave their students higher scores only in the very beginning of the implementation, especially those stricter teachers. In general, the teaching assessment had no influence on teachers when they evaluated their students. The academic achievement raised by 0.77, and the failure rate decreased by 0.59% only in the second year after the teaching evaluation system implemented. However, the grades of teaching assessment have increased since 2006. Compared to the scores of teaching assessment, the written-word opinions were more beneficial to teachers. The interviewees had positive appraisal to the teaching evaluation system. Nevertheless, most of them suggested that the questionnaire should be more specific, emotional questions should be avoided as well, and polygraph questions could improve the credibility of questionnaire. In addition, it is necessary to let students realize the purpose of teaching assessment. Besides, to provide the results of the assessment to the teachers instantly help them to improve their teaching.