國中教師的專業發展評鑑態度與專業成長關係之研究：平均數結構的分析

The Relationship between Attitude of Teacher Evaluation and Professional Growth in Junior High Schools: Mean Structure Analysis

本研究的目的有二：一是分析國中教師對專業發展評鑑態度與專業成長之關係。二為探討有、無參加專業發展評鑑的國中教師，在專業發展評鑑態度與專業成長上之差異。為完成目的，採分層取樣，抽取451 位國中教師為研究對象；研究工具採自編的教師專業發展評鑑態度與專業成長問卷；資料蒐集後，以SEM 分析模式適配度。研究結果，首先發現專業發展評鑑態度與專業成長顯著相關。其次，參加專業發展評鑑者的專業發展評鑑態度與專業成長有差異。依據結論提出二條建議：一、學校應積極推動專業發展評鑑。二、鼓勵未參加專業發展評鑑國中教師主動參與專業發展評鑑。

The purpose of this study was two-fold: first， to analyze the relationship between the attitude of junior high school teachers toward professional evaluation(ATE) and professional growth(PG). Secondly， the quantitative data were provided by of junior high schools teachers(N=451)， structural equation modeling was used to examine the goodness of the model， and then found that the model provided a good goodness to the data. This study comes up with three conclusions. First， the ATE has a significant relationshipbetween PG. Second， groups of attending and not attending teacher evaluations have a significant difference on ATE and PG. Based on conclusions， two suggestions were offered:(1) Junior high schools should promote teacher evaluation. (2) Schools should encourage teachers who didnʼt atend the teacher evaluation to involve in ATE to forster their professional development.