一個臺灣，兩個世界？大學與中小學教師評鑑政策之比較研究   全文下載

One Taiwan, Two Worlds? A Comparative Study of Teacher Evaluation Policies between Universities and Schools

教師素質是大學與中小學共同關切的議題，而教師評鑑則是確保教師素質的重要措施。本研究旨在探討大學與中小學教師評鑑政策之差異，希冀研究結果有助於重新思考教師評鑑政策的未來。為了達成研究目的，本研究採取比較研究法，以評鑑政策輪為分析架構，分別從法令依據、評鑑目的、評鑑對象、評鑑組織、評鑑標準、評鑑方法、評鑑培訓、評鑑利用、後設評鑑等層面，探討大學與中小學教師評鑑政策之差異。研究發現：大學與中小學教師評鑑政策存在明顯的差異，形成「一個臺灣，兩個世界」的現象。由於專業發展與績效管理的價值支配，使得大學與中小學教師評鑑政策有了不同的特徵與樣貌。大學採取績效導向的評鑑政策，測量教師的績效表現，作為人事決定的依據；中小學則採取改進導向的評鑑政策，強調教師的專業發展，與教師考核及教師分級脫鈎。如何連結教師個人的專業發展與學校組織的績效表現，這是推動教師評鑑政策必須面對的課題。大學和中小學都必須審慎考慮教師評鑑對教師及學校可能產生的效應，兼顧個人發展與組織發展，建構永續發展的評鑑機制。最後，本研究提出大學與中小學教師評鑑政策再設計及實施的若干省思。

Teacher quality has become the common agenda of elementary and secondary schools and higher education institutions. Teacher evaluation is one of the major approaches adopted across the country to enhance teacher quality. The main purposes of this study are to compare and analyze the teacher evaluation policies between Universities and schools in Taiwan. It attempts to provide universities and schools adaptable pathways to improve the policy of teacher evaluation. To achieve the above purposes, this study adopts the comparative research method. It uses the evaluation policy wheel as a conceptual framework to explore the teacher evaluation policies. The evaluation policy wheel is divided into nine aspects include legal basis, purpose of evaluation, object of evaluation, evaluation organization, evaluation standard, evaluation method, evaluator training, and meta-evaluation. Results showed that there are many different characteristics in teacher evaluation policies between universities and schools. Universities adopted an accountability-oriented evaluation policy and used to measure faculty performance, and schools adopted an improvement-oriented evaluation policy and emphasized on teacher development. A central issue is linking the teacher evaluation policy to individual development as well as institutional development. Teacher evaluation must give serious attention to the impact of change on the individual and on the organization. Finally, some implications regarding the design and implementation of teacher evaluation policy are discussed.