國民小學教師專業發展評鑑影響因素之研究－以教學發展支持、教學發展溝通對教學自我效能影響進行探討

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(1)33. 國立政治大學「教育與心理研究」 2014 年 6 月，37 卷 2 期，頁 33-66 DOI. 10.3966/102498852014063702002. 國民小學教師專業發展評鑑影響因素之研究⎯⎯以教學發展支持、教學發展溝通對教學自我效能影響進行探討蔡明學*. 摘. 要. 本研究以國小教師專業發展評鑑為背景進行研究，其發展重點在於過程，非結果。經由文獻探討後發現，教師專業發展評鑑的過程與教學發展支持、教學發展溝通及教師教學自我效能息息相關，故本研究以相關變項進行多群組結構方程模式分析，探討不同教師專業發展評鑑參與群組，對於教學發展支持、教學發展溝通及教師教學自我效能的結構關係是否保持恆等性。本研究調查對象為臺灣某縣市五年級全體教師，有效樣本為1,538份。結果顯示，本研究建構之結構方程模型獲得驗證；參與教師專業發展評鑑與否並不影響本研究模型之恆等性；而教學發展溝通是提升教師教學自我效能的重要因素。. 關鍵詞：教師專業發展評鑑、教學發展支持、教學發展溝通、教學自我效能、多群組結構方程模式. *. 蔡明學：國家教育研究院教育制度及政策研究中心助理研究員電子郵件：mhtsai@mail.naer.edu.tw. 收件日期：2013.06.05；修改日期：2013.10.09；接受日期：2013.12.06.

(2) 34. Journal of Education & Psychology June, 2014, Vol. 37 No. 2, pp. 33-66. A Study on the Elementary School Teacher Evaluation Impacts in the Administrative to Support Teaching of the Teacher’s Professional Development of Communication and Teacher’s Self Efficacy Ming-Hsueh Tsai*. Abstract. The core part for teacher evaluation is its process, not the result. Through the literature review, teacher evaluation process of development has close relationship with the support of teacher professional development, teacher’s professional development communication, and teaching self effectiveness. This study analyzes relationship among different teacher evaluation and professional development support for teachers’ professional development communication and teaching effectiveness by conducting multi-group structural equation analysis. The results of this study show that teacher’s communication of professional development is one of the important approaches to enhance teachers’ teaching effectiveness. To participate in teacher’s evaluation or not does not affect the identity of the research model.. *. Ming-Hsueh Tsai: Assistant Research Fellow, Research Center for Education System and Policy, National Academy for Education Research E-mail: mhtsai@mail.naer.edu.tw. Manuscript received: 2013.06.05; Revised: 2013.10.09; Accepted: 2013.12.06.

(3) 35. Keywords: teacher professional development evaluation, teaching of the professional development, communication, teacher’s self efficacy, multiple-group analysis.

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(28) 60 教育與心理研究 37 卷 2 期. 研究結果發現，影響教師教學自我效能. 此模型架構是否保持恆等性，都有待後. 的關鍵因素在於教學發展的溝通。故未. 續研究進行探討。. 來不論在規劃或是執行教師專業發展評鑑時，應納入教師團體相關建議，方有助於達成提升教師教學自我效能之積極性目的。. (二) 校長與行政人員應與教師在教學專業發展進行溝通，共享決定從「微觀政治」中解析學校效能，當教育事務趨於複雜化，學校行政人員亦可採行多元的溝通，了解教師的需求。而學校行政主要功能除了是讓學校組織順利運作外，更重要的是衝突處理。過去研究發現，學校在規劃教師專業發展活動，多半集中於少數行政人員，規劃內容未必是教師所需，導致參與度低。本研究發現，教學發展溝通是提升教師教學自我效能的重要途徑，故本研究建議，學校要有暢通的溝通管道，讓教師在教學發展的規劃上與行政團隊能共享決定，透過討論與溝通，讓專業發展符合教師教學的需求，進而提升教學自我效能。. (三) 未來研究可針對不同教育階段的教師進行調查，以增加研究之廣度本研究僅對某縣市國小五年級教師進行普測，但有關教師專業發展評鑑在高中職端、國中端與國小端的作為有所不同，是否與本研究結果有所差異，. 參考文獻何希慧（2007）。做好教學評鑑配套措施。評鑑雙月刊，9，24-27。【Ho, S. H. (2007). Well supporting measures for teaching evaluation. Evaluation Bimonthly, 9, 24-27.】. 吳明清（2002）。促進教師專業發展的策略。理論與政策，16（1），99-114。【 Wu, M. C. (2006). Promoting teachers’ professional development: Strategies and actions. Theory and Policy, 16(1), 99114.】. 李奉儒（2006）。國中小學教師評鑑機制規劃之芻議：英國的經驗與啟示。教育研究與發展期刊，2（3），193-216。【Lee, F. J. (2006). Preliminary planning of a teacher evaluation system for school teachers in Taiwan: Some implications from England and Wales. Journal of Educational Research and Development, 2(3), 193-216.】. 李建霖（2009）。臺中市國民小學推動與實施試辦教師專業發展評鑑之研究（未出版碩士論文）。國立臺中教育大學，臺中市。【Lee, C. L. (2009). A study of the promotion and implementation of the trial on “Elementary Teacher Professional Development Evaluation” in Taichung City (Unpublished master’s thesis). National Taichung University of Education, Taichung, Taiwan, ROC.】. 沃文豪（2007）。國小教師科學教學自我效能與教學行為相關研究（未出版碩士論文）。國立臺北教育大學，臺北市。【Wo, W. H. (2007). A study on the relationship between science teaching self-efficacy and science teaching behavior for the elementary school teachers (Unpublished master’s thesis). National Taipei University.

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