中小學教師專業發展評鑑方案之評估－－學校層級與縣市區域之差異分析

An Assessment of the Plan of Teacher Evaluation for Professional Development: Analysis of the Difference of School-Levels and City-County

本研究針對全國推動中小學教師專業發展評鑑試辦方案，以問卷調查法探討不同學校層級及縣市區域在評鑑支持系統、方案活動及方案成果之差異。研究結果顯示：在學校層級，以高中職參與評鑑的成長率最高；各層級學校教師所感受到的支持系統差異不大，但方案成果以高中職學校的肯定度最高。在縣市區域，呈現各區教師對於評鑑支持系統、方案活動及方案成果之知覺有差異，其中高高屏、北北基在上述三層面均有高於其他縣市區域得分之情形，顯示此二區域教師對於評鑑，有較為正向的感受。另本研究進行之區別分析，確認了宣導培訓、諮詢輔導、教師研討與自評、教師他評與成長之落實程度，能有效區辨高、中、低方案成果表現之縣市。至於各學校層級與縣市區域教師認為支持系統、方案活動與方案成果之執行，多僅達中高標，故評鑑執行面尚須加強，以促進結果面之提升。

Using the pilot program of teacher evaluation for professional development, this study investigates the implementation and effects of the program in different school levels and city/county areas. A survey using a national sample of primary and secondary schools has been conducted. The findings indicate that the highest growth rate of program participation was found in the upper secondary schools. There was no significant difference of teacher perceptions toward program supporting system and activities among various school levels. However, teachers in upper secondary schools had the most positive perception toward program outcomes. In the city/county areas, “Kaohsiung City, Kaohsiung County and Pingtung County” and “Taipei City, Taipei County and Keelung City”, each scores higher than the other areas in three dimensions of program supporting system, activities and outcomes measured. And “communication and training”, “guidance”, “teacher discussion and self-assessment”, “peer assessment and professional growth” could validly distinguish the cities/ counties with different program outcomes. Moreover, teachers in different school levels and city/county areas gave moderately high feedbacks concerning how well the program supporting system, activities and outcomes were. It reveals that more efforts of implementation need to be made in order to enhance the program outcomes.