國小教師專業發展評鑑中校長角色與觀點   免費試閱

Elementary School Principals’ Roles and Perspectives on Teacher Evaluationfor Professional Development

本研究以中部地區六班以下的四位初任國小校長為研究對象，透過半結構式訪談法來蒐集資料，並採用不斷分析比較法，作為導引研究進行與資料分析的策略，以探索校長在教師專業發展評鑑中的角色，以及校長對教師評鑑的看法與原因。本研究發現在評鑑過程中，四位校長扮演雙重角色，分別是直接提供教學建議的教學領導者，以及提供行政支持與審定評鑑結果的行政管理者。而對教師評鑑的看法與原因，四位校長認為教師的專業能力需要再加強，且因形成性評鑑的用意良善而贊成實施教師專業發展評鑑，然而，校長在推動評鑑中須面臨上級的壓力與教師參與的反彈情緒，彷彿成了夾心餅乾。此外，一位校長質疑，一但實行總結性評鑑後校長是否具備判斷評鑑結果之能力，與可能壓縮教學準備時間而使教師忽略了教育愛等問題，因而抱持反對的立場。另外三位校長則指出總結性教師評鑑之實施有其必要性，一來賦予淘汰不適任教師之合理依據，二來亦可激勵教師更為精進。最後，文末根據研究結果與相關理論，提出建議。

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.