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The purposes of this study were to investigate the relationship between teacher self-evaluation and teacher’s teaching effectiveness in the elementary schools, to compare the difference according to each demographic and school variables, and analyze the various factors of teacher self-evaluation on the optimal collective projective efficacy of teacher’s teaching effectiveness.
The investigation were based on the questionnaire survey and semi-structured interview. The valid samples were 576 teachers selected from public elementary schools in Kaohsiung City. With the implementation of teacher self-evaluation and teacher’s teaching effectiveness scales edited by researcher, the data obtained by questionnaire was analyzed by descriptive statistics and inferential statistics.
Conclusions of this study are as follows:
1. Teachers tend to be self-confident in the teacher self-evaluation. 2. Some of demographic and school variables reached significant difference on teacher self-evaluation. 3. Teachers tend to be self-confident in the teacher’s teaching effectiveness. 4.Some of demographic and school variables reached significant difference on teacher’s teaching effectiveness. 5.There were positive correlations between the teacher self-evaluation and the teacher’s teaching effectiveness. 6. The teacher self-evaluation has a significant prediction for the teacher’s teaching effectiveness.
Based on the conclusions above, this study provided suggestion for schools, teachers, as well as for future researches:
1. Schools should value teacher’s will of in-service education. 2. We should respect teacher’s decision for participating in the teacher self-evaluation. 3. Teacher should pursue in-service education. 4. Teacher needs to promote the professional knowledge of education ceaselessly and face the teacher evaluation positively.
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