高職(中)工業類科學校教師自評與學生評鑑之教學效能比較

A Comparison between Teacher Self-evaluations and Student Ratings of Teaching Effectiveness in Industrial Programs of A Vocational Senior High School

本研究旨在探討高職（中）工業類科學校教師自評與學生評鑑之教學效能的差異性比較，研究對象選取了41所學校的820位教師，及35所學校的700位學生進行問卷調查，有效回收問卷分別為548份及658份，研究使用平均數、標準差、t考驗、單因子變異數分析、單因子多變量變異數分析等統計方法進行正式問卷之分析。研究編製「高職（中）工業類科學校教師教學效能問卷」之信、效度良好，教師與學生填答之問卷皆包含六個因素（教學自我效能信念、系統呈現教材內容、有效教學技術、師生互動關係、良好班級氣氛、多元教學評量）及29個題項。?師填答問卷之內部一致性係數介於.744至.825間，整體問卷之內部一致性係數為.941；學生填答問卷之內部一致性係數介於.763至.874間，整體問卷之內部一致性係數為.947。探索式因素分析中，教師填答之教學效能問卷，因素累積解釋變異量為62.92%；學生填答之教學效能問卷，因素累積解釋變異量為64.55。另研究發現高職（中）工業類科學校教師教學效能的現況良好，不同背景變項的教師與學生，在知覺教學效能上有顯著差異。此外，在整體教學效能及其六個因素上，學生評鑑之結果皆顯著高於教師自評。根據研究發現，本研究提出建議供未來研究之參考。

The purpose of this study was to compare the results of teachers' self-evaluations of their teaching effectiveness with those of their students' ratings in industrial programs of a vocational senior high school in Taiwan. A self-developed questionnaire was administered to 820 teachers and 700 students in January, 2009, with returned responses from 548 teachers and 658 students. Specifically, the teaching effectiveness questionnaire with a total of 29 items has two editions: teacher edition and student edition. Both versions consist of six subscales, with each measuring one of the six factors including teaching self-efficacy, systematic presentation of instructional materials, effective instructional techniques, good teacher-student relationship, good classroom climate, and multiple teaching evaluations. For the teacher edition, the internal consistency a coefficients for the six subscales ranged from .744 to .825, with the overall a coefficient being .941. As for the student version, the internal consistency a coefficients ranged from .763 to .874, with 0.947 for the overall a coefficient. The data were analyzed with t-test, one-way ANOVA and one-way MANOVA. The exploratory factor analysis showed that cumulative variance was 62.92% for the teacher edition and 64.55 for the student edition. In addition, the overall performance of teachers' teaching effectiveness generally was satisfactory. There were significant differences in evaluation of teaching effectiveness among the teachers and their students with different background variables. Finally, for both the whole scale and the six subscales, the students' ratings on their teachers' teaching effectiveness, on average, were significantly higher than their teachers' self-evaluations of their own teaching. Based on the findings of the present study, some conclusions and recommendations were provided for administrative agencies, school authorities, school teachers, school students, and future studies.