Elementary School Principals’ Roles and Perspectives on Teacher Evaluationfor Professional Development
The purposes of this study were to explore the principal’s roles and perspectives on teacher evaluation. Four elementary school novel principals from central Taiwan were selected as participants. Semistructured interviews were used. The findings of this study were as below: First, four principals played a dual role in the evaluation process including direct instructional leadership who provided teaching recommendations directly and administrators who provided administrative support and validation of evaluation results. Second, the four principals agreed to conduct formative teacher evaluation because they thought teachers needed to strengthen the professional capacity. However, four principals faced stress between promotion from supervisors and the rebound noise from teachers. In addition, one principal disapproved summative teacher evaluation and questioned principals might not have the abilities to determine the results of evaluation and teachers were too busy preparing evaluation files to ignore education love. Three principals pointed out that the summative teacher evaluation was necessary to give a reasonable basis to eliminate incompetent teachers and it could also motivate teachers more professional. Suggestions for policy makers, principals, and future study were also provided.
|關鍵詞||形成性教師評鑑、初任國小校長、教師專業發展評鑑、總結性教師評鑑、formative teacher evaluation、novice elementary school principals、teacher evaluation for professional development、summative teacher evaluation|