校務評鑑人員認證的阻礙與因應   全文下載

The Obstacle and Solution of School Evaluators’ Qualification

近年來因積極開展校務評鑑工作，對教師評鑑有長足的發展，然一個優質評鑑的有效執行，有賴於評鑑委員熟悉品質經營系統原則以及客觀證據的尋求能力，但國內部分學校對校務評鑑人員的認證方式並非十分認同。本研究旨在調查學校校長及教師對校務評鑑人員認證阻礙與因應策略。採專家訪談及問卷調查法，計訪談19位關係人並調查2326位各級學校校長及教師對認證阻礙與因應策略的意見，共回收1670份，有效回收率71.8%，接著採用驗證性因素分析獲得評鑑人員認證阻礙之聚歛效度，並以最大概似法估計參數來檢驗評鑑人員認證阻礙各構面。研究結論包括：（1）校務評鑑人員認證的15項阻礙歸納為內在認知、外在動機以及外部環境等三要素；（2）認證阻礙的因應策略共25項，均獲得教師高度認同，其中建立評鑑人才庫、應有評鑑參與認證訓練者的評鑑制度、及事前公布認證過程及審核機制三項策略最受認同。最後根據研究結果提出三項具體建議：（1）界定認證阻礙因應策略的負責機構，並責成各負責機構進行有效的推展；（2）持續倡議評鑑人員專業發展的重要性，形塑評鑑人員認證的氛圍；（3）先行研議評鑑人員認證的配套措施。

School evaluation has been carried out actively in recent years, generating increasing progress in teacher evaluation. An effective implementation of a high quality evaluation depends on school evaluators’ familiarity of the principles of quality management system as well as their ability to seek evidences objectively. However, some schools in Taiwan did not completely agree with the school evaluators’ qualification method. This study aims to investigate the obstacle and solution of school evaluators’qualification from teachers at all levels of schools. To achieve the purpose, 19 evaluators were interviewed and questionnaires were administered to 2326 teachers to obtain their opinions concerning the obstacles for obtaining qualification and their strategy to cope with the matter. A total of 1670 questionnaires were collected with 71.8% response rate. A confirmatory factor analysis was conducted to obtain the convergent validity for the obstacle of school evaluators’ qualification, and the maximum likelihood estimation parameters was used to test each dimension of the obstacles of school evaluators’ qualification. The results are as follows: 1.The 15 obstacles of school evaluators’ qualification fall into three dimensions: intrinsic cognition, extrinsic motivation, and external environment. 2. There were 25 solutions to overcome the obstacle of evaluators’qualification that were highly-recognized, and the top three identified were: to establish agency for evaluators, to establish an evaluation system for evaluators and recognized trainees, and to pre-announce evaluation process and provide moderation mechanism. Based on the results, three concrete suggestions are provided. First, identify the responsible organizations to assist in overcoming the obstacles encountered in obtaining evaluators’ qualification. Second, continuously advocate the importance of the school evaluators’ professional development, shaping the need for school evaluators’ qualification in the academia. Third, deliberate the supporting measures of school evaluators’ qualification in advance.