教師專業發展評鑑下的教師專業成長之研究

A Study on Teacher Professional Growth under the Teacher Professional Development Evaluation

本研究旨在探討教師專業發展評鑑下的教師專業成長情形，並分析國小教師在參與教師專業發展評鑑前後的專業成長之差異，最後綜合研究結果，提出結論和建議。本研究採取問卷調查法，編製「教師參與教師專業發展評鑑前後之專業成長調查問卷」，作為研究工具之用。本研究是以臺北市參與教師專業發展評鑑的國民小學教師為對象，問卷發放至13所國民小學計471份，回收421份，有效問卷為378份，回收率為89.38%。問卷所得資料以統計軟體SPSS12.0 for Windows進行處理，採用描述性統計、t考驗、單因子變異數分析、等統計方法進行分析。本研究結果如下：一、國小教師參與教師專業發展評鑑前後，其專業成長整體層面與各層面的表現均呈正向改變，其中以專業知識成長最多，人際溝通成長最少。二、國小教師在參與教師專業發展評鑑前後，其專業成長的改變會因性別、年齡、服務年資、參與試辦教師比例之不同，而有差異。三、國小教師在參與教師專業發展評鑑前後，其專業成長的改變，不會因學歷、擔任職務、學校規模、學校參與試辦年數、參與試辦教師人數不同，而有差異。最後，根據研究結果分別對教育行政機關、學校、教師及後續研究等四方面提出具體建議，以供參考。

The purposes of this study are to explore the status in teacher professional growth under the teacher professional development evaluation， and to analyze the difference in professional growth of elementary school teachers before and after the policy. Last， summarize the result of the study and make suggestions.The major method of this study is questionnaire survey. It develops” Questionnaire of teacher professional growth before and after the experimental policy of teacher evaluation”and collects the information by this questionnaire. The ubjects are elementary school teachers in Taipei City. A total of 471 questionnaires is handed out to 13 elementary schools， 421 questionnaires were returned， and 378 are answered completely， and the return rate is 89.38%. Data were analyzed by the statistical software SPSS12.0 for Windows using descriptive statistics， t-test， ANOVA， Pearson product-moment correlation， and multiple regression analysis. The conclusions are as follows:(1) The change of teacher professional growth is positive， and the growth of professional knowledge is the best while the growth of interpersonal communication is the last. (2) There are some differences in change of teacher professional growth due to gender， age， teaching service year， and the percentage of joining teachers. (3) There are no significant difference in change of teacher professional growth due to education backgrounds， job position， school size， years the school join in， and the number of joining teachers. Finally， suggestions for reference to the education administration authority， schools， teachers， and further researches are provided.