教師專業發展評鑑的實施與成效：以高雄市國小為例

Implementation of Teacher Evaluation for Professional Development : Kaohsiung City Primary Schools Cases

本研究利用文件分析、問卷調查和訪談三種方法，分析高雄市連續三年辦理教師專業發展評鑑國小的評鑑運作方式與成效。研究發現如下：(1)高雄市國小教師專業發展評鑑模式在舊有的基礎上進行深化的改變；(2)各校的評鑑模式整體架構相似，但部分評鑑系統要素反映學校文化；(3)教師對教師專業發展評鑑模式持肯定的態度，較不認同學校行政的協助與支援；(4)時間的規劃是決定教師認同評鑑的關鍵因素；(5)「評鑑指標與流程的了解程度」、「評鑑過程與結果的公平性」能有效預測教師專業發展評鑑對教學的影響；(6)部分教師仍未充分明白教師專業發展評鑑的目的，時間的不足、缺少有效的獎勵制度等會影響教師的參與。

Because k-12 schools in Kaohsiung have already had previous experience, primary schools of Kaohsiung City should be able to develop a new evaluation model. This study was conducted by using document analysis, questionnaires, and interviews. This study analyzes how the teacher professional development evaluation model is carried out in each primary school and its results. The findings are as follows: 1. The Kaohsiung City teacher evaluation program professional development has undergone significant changes based upon the existing framework. 2. Every school's evaluation model framework is similar, but parts of the evaluation system differ by the school's culture 3. The teachers of Kaohsiung primary schools approve of the evaluation model, however, they disagree with assistance and support from the schools' administrative department. 4. Time management is a key factor in the teacher's recognition of the evaluation program. 5. The degree to which one understands the evaluation indices and process and the fairness of the evaluation process and results, rather than the background of the teacher, can better predict the effect of the teacher professional development evaluation program on education. 6. Some teachers still do not understand the purpose of the evaluation program. Little time and the lack of an effective rewards system will affect the participation rate of teachers.