從社會認知理論的觀點探討教師參與教師專業發展評鑑之因素

Understanding Factors Regarding Elementary School Teachers’ Professional Development: A Social Cognition Perspective

本研究係從社會認知理論的觀點探討教師參與教師專業發展評鑑的過程中，影響其專業成長的關鍵因素及彼此的交互關係。為達成研究目的，本研究採用質性研究的方法，以曾參與過教師專業發展評鑑的九位國小教師為研究對象，實施深度訪談的方式，並使用不斷分析比較法進行資料的分析。本研究發現，在社會期待、學校內部的壓力、評鑑計畫，以及成長需求與預知評鑑走向等交互作用下，受訪教師因而有了參與教師專業發展評鑑之行為；此外，受訪教師透過觀察學習而訂定的評鑑計畫與被評鑑的壓力，不僅促使受訪教師出現參與評鑑之行為，亦須展現成長動機、觀察學習和轉化外在經驗以驅使、維持其行為，從中獲得同儕激勵，激發更深層的教學調整與自省能力，以利進行後續的專業成長作為，故在個人、環境與行為三因素的交互作用下，受訪教師才得以透過教師專業發展評鑑而獲得專業成長。最後，本研究也針對教師專業發展評鑑的實施提出相關的建議。

Based on the social cognitive theory, this study explored the interaction of environment, person, and behavior factors to understand what could affect elementary school teachers’ professional growth through teacher evaluation for professional development. The qualitative method design was used. The individuals participated in this study were nine elementary school teachers. Data were mainly collected from semi-structured interviews. The constant comparative method was used to analyze the data. Our findings revealed that it was through the interaction between societal expectations, stress from the school, evaluation requirements, and anticipated professional growth that these teachers decided to participate in teacher evaluation for professional development. Besides, the stress of evaluation and the constructive evaluation guidelines also stimulated their motivation to seek professional growth, to learn from observations, and to transform their external experiences into consistent behaviors. These behaviors in turn provided peer motivation for them and aroused their deep self-reflective capability. Thus, teachers’ professional growth was affected not by the behavior factor alone but rather the interactions among environment, person, and behavior factors. Discussion and suggestions for teachers and policy makers on teacher evaluation programs were also provided.