國中實施形成性教師評鑑歷程及影響因素之個案研究

A Case Study on Formative Teacher Evaluation Process and Its Impacts and Influencing Factors in a Junior High School

本研究以一所臺北市大型國中為研究對象，運用訪談、非參與觀察與文件分析等方法蒐集資料，以達到瞭解形成性教師評鑑在國中實際運作的歷程、成效與困難、影響因素之研究目的。研究結論如下：（一）本個案實施教師專業發展評鑑的歷程可分為「準備階段」、「實施階段」、「檢討階段」等三個主要階段。（二）本個案推動形成性教師評鑑過程中產生以下成效：(1)促進教師彼此的討論分享；(2)刺激教師教學省思；(3) 提高教師自信心；(4)產出教學相關資料，有利校務評比之佐證。（三）本個案在推動過程中遭遇以下困難：(1)教師對於評鑑仍心存疑慮；(2)研習時間無法配合制度進程；(3)書面化及時間壓力。（四）本個案之教學領導與教師文化以對形成性教師評鑑的正向影響居多，但仍有部份特質可能造成推動過程的阻礙。本研究並根據上述結論做出若干建議。

The purposes of this study are to analyze the process of formative teacher evaluation， its impacts and difficulties， and its influencing factors in a junior high school. To achieve the above purposes， this study adopts a qualitative approach to collect data by observing， interviewing and analyzing documents. The subject of this study is a large-sized junior high school in Taipei， which participated in the project of teacher evaluation for professional development initiated by the Ministry of Education， Taiwan. The results concluded in this study are listed as follows: 1. Three phases were formed during the process of teacher evaluation: (1)Preparation， (2)Implementation， and (3)Modification. 2. The consequences of implementing teacher evaluation were that it could help to promote professional dialogue between teachers， stimulate teaching reflection， promote teacher's confidence， and produce teaching material which will be beneficial for school evaluation. 3. Three main difficulties were confronted in implementing teacher evaluation: (1)Teachers were still afraid of teacher evaluation. (2)The timing of training workshop could not match the need of the school. (3)Teachers didn't have enough time to conduct evaluation and prepare paperwork. 4. Most of the instructional leadership and teacher culture of the case school were found to have positive impacts on the evaluation project. Suggestions were proposed according to the aforementioned conclusions of this study.