高級中學教師對教師評鑑認知之研究

A Study of Senior High School Teachers’ Perceptions of Teacher Evaluation

本研究旨在瞭解高級中等學校教師對實施教師評鑑的看法，與可能發生之困難，以提供學校在推展教師評鑑工作時的參考。本研究首先以Delphi技術，確立問卷之內容項目，然後再使用問卷調查為資料蒐集方法，以全國320所高級中學教師共34，581人為母群，透過分層叢集與隨機的方式，抽取其中86所學校，每校15名教師，共1，290人進行調查。每校包含教師兼行政人員、學科召集人以及專任教師各五名。結果共回收有效問卷1，035份，有效回收率為80.23%。經資料分析與整理之後發現，高級中學教師認為，評鑑的目的主要應以提供教師自我省思，瞭解自己教學之優缺點為考量；且教師評鑑的結果應用應以書面個別通知教師，並予以保密，非經教師本人同意不得公開；多數教師認為，教師評鑑實施方式宜以自我評鑑為主，其次為同儕評鑑；在評鑑資料蒐集的方式上，則以教室觀察法被接受的程度最高，其次為專家晤談法（專業對話）；在擔任教師評鑑之人員的看法上，以校內任教同一學科的教師最被接受，其次為專家學者；而評鑑人員應具備的重要素養中，以能適切地展現教學熱忱為優先考量，其次為能有效地進行教學。在不同背景變項之高級中學教師對評鑑目的、評鑑結果應用、評鑑實施適當方式、評鑑資料蒐集方式及評鑑人員來源，以及評鑑人員重要素養各構面的看法上，其中，兼任行政職之教師、私立學校教師，以及較小規模的學校教師對於評鑑目的、評鑑結果應用、評鑑實施適當方式、評鑑資料蒐集方式、評鑑人員來源各構面與未兼行政職務、公立學校及規模較大學校之教師之看法（認同程度）有顯著差異，顯見參與行政工作教師對教師評鑑的認知程度較高，私立學校因為競爭的關係，較能認知教師評鑑的重要，而學校規模較小的教師因為溝通協調較為容易，對教師評鑑的意涵也較為瞭解，這些現象與進行其他相關教育政策或改革時的情況相當一致。

This study aims to investigate senior high school teachers’ perceptions of Teacher Evaluation and the possible difficulties in implementing Teacher Evaluation. In order to accomplish the purposes， the Delphi Technique was used. Opinions regarding the evaluation purposes， methods of data collection， applications of evaluation results， etc. were solicited from 17 experts. A questionnaire survey was also carried out to collect data. 1290 teachers were randomly selected from senior high schools in Taiwan. 1035 responded， yielding a return rate of 80.23%. The main findings of the study were as follows. The main purpose of teacher evaluation was to provide teachers with a means of improving themselves. Evaluation results， which should be sent to individual teachers in written form， should be kept confidential and should not be made public without prior consent of the teachers. Evaluation should be carried out by teachers themselves or by their peers. Evaluation should be based on class observation， preferably， or face-to-face interviews with specialists， less preferably. An ideal evaluator should be a peer teacher or a specialist or researcher in a related field. Essential qualities of an ideal evaluator included first， enthusiasm for teaching， and second， ability to teach effectively. The results of the questionnaire survey were found to vary according to the backgrounds of the respondents， specifically in terms of whether they had administrative duties， attended more training courses on teacher evaluation， taught at a private school， or taught at a small school， which were all found to contribute to a better understanding of Teacher Evaluation. These results accorded with those found in studies on other educational reforms.