A Study on Teacher Professional Growth under the Experimental Policy of Teacher Evaluation
| Autor: | Jyun-Long Chen, 陳俊龍 |
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| Rok vydání: | 2009 |
| Druh dokumentu: | 學位論文 ; thesis |
| Popis: | 97 A Study on Teacher Professional Growth under the Experimental Policy of Teacher Evaluation Abstract The purposes of this study are to explore the status in teacher professional growth under the experimental policy of teacher evaluation, and to analyze the difference in professional growth of elementary school teachers before and after the policy and to examine the relationships of teacher professional growth 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 subjects 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 status and difference of teachers professional growth before the experimental policy of teacher evaluation： (1) Before the experimental policy of teacher evaluation is put in practive, the performance of professional growth of teachers is in middle-level, and the performance of professional attitude is the highest while professional knowledge is the lowest. (2) Before carrying out the experimental policy of teacher evaluation, the professional growths of teachers are different due to age,education background, teaching service year, and job position. (3) Before carrying out the experimental policy of teacher evaluation, there are no significant differences in professional growths from different gender, school size, years the school join in, the number of joining teachers, and the percentage of joining teachers. 2. The status and difference of teachers professional growth after the experimental policy of teacher evaluation： (1) After carrying out the experimental policy of teacher evaluation, the performance of professional growth of teachers is in high-level, and the performance of professional attitude is the highest while professional knowledge is the lowest. (2) After carrying out the experimental policy of teacher evaluation, there are some differences in professional growth due to gender, age,education background, teaching service year, and job position. (3) After carrying out the experimental policy of teacher evaluation, there are no significant differences in professional growth from different school size, years the school join in, the number of joining teachers, and the percentage of joining teachers. 3. The change of teachers professional growth after carrying out the experimental policy of teacher evaluation. (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. 4. The relationships of teacher professional growth between before and after the experimental policy of teacher evaluation： (1) The professional growth of teachers after carrying out the experimental policy of teacher evaluation is significantly related to professional growth before the policy. (2) The teacher professional growth before the experimental policy of teacher evaluation has a positive impact on the professional growth after the policy, and its predictive power is 40.5％-55％. Finally, suggestions for reference to the education administration authority, schools, teachers, and further researches are provided. Keywords: teacher evaluation, teacher professional development evaluation, professional growth |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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