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題名:學校本位教師分級制度可行評估之研究--以國民小學為例
作者:楊慶麟 引用關係
校院名稱:國立政治大學
系所名稱:教育學系
指導教授:黃國彥
邱錦昌
學位類別:博士
出版日期:2001
主題關鍵詞:學校本位教師分級教師職級制度教師專業學校本位評鑑教師生涯階梯career ladderteacher professionsite-based evaluation
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國立政治大學八十九學年度第二學期博士論文提要
系所別:教育系博士班 指導教授:黃國彥 邱錦昌
研 究 生: 楊 慶 麟
論文名稱:學校本位教師分級制度可行評估之研究─以國民小學為例
【論文提要內容】
本研究主要係對學校本位教師分級制度做探討及實施可能性之評估,目的包括:探討國民小學學校本位教師分級的理論基礎;探究世界主要國家教師分級實施情形;分析我國實施學校本位教師分級制度背景與可行策略;瞭解社會大眾及學校人員對學校本位教師分級的看法;針對我國國民小學提出學校本位教師分級制度之實施方式與各項建議。
研究方法包括文獻分析法、問卷調查法、座談會討論法、階層分析法。主要研究結論包括:
一、學校本位教師分級有其理論基礎
二、世界主要國家以教師分級制度做為教師專業發展的機制
三、我國實施的困境繁多,可採取學校本位方式實施
四、學校本位教師分級能夠促進教師發展、提昇學校效能,並受到多 數 人支持
五、學校本位教師分級需配合專業進修才能發揮正面價值
六、學校本位教師分級制度內容需精心規劃方可實施
(一)學校本位教師教師分級以榮譽證照和職務區分為最大誘因
(二)學校本位教師分級審查之參照依據以採計考績、年資與傑出表現為主要項目
(三)國小學校本位教師分級評鑑項目以教學表現、學生輔導和教學熱忱為主要項目
(四)學校本位教師分級評鑑人員在不同級數應有不同比例
(五)學校本位教師分級以三級四級居多數
(六)各等級教師之有效年限應有不同的規定
(七)對於參加學校本位教師分級者採取合格制各級不應有比例限制
(八)受試者認為實施學校本位教師分級參加對象的看法略有不同
七、實施後問題需配套措施加以解決
(一)立法、財源、評鑑問題為此制度實施的關鍵
(二)教師標籤作用與同儕競爭或排擠為最大隱憂
(三)校長回任以再接受評鑑為多數意見
建議包括:
一、採取學校本位教師分級制度,以作為目前的實施策略
二、學校本位教師分級制度初期採取教師志願性參加,由主管教育機關授與榮譽證照制度或補助款協助辦理
三、各校教師分級機制建立過程,研擬並評估其他方式之教師分級制度
四、中央委託學術機構研究評鑑系統並於分級後實施後設評鑑
五、修訂相關法令授權地方政府或學校實施以學校本位之教師分級實驗,並鼓勵各校依照特色及需求提出計畫辦理
六、各校可先辦理各項教師進修活動,並鼓勵教師發展同儕視導、協同教學、或班群,以減少教師級數差異所造成家長的刻板印象
七、由師範校院、設有教育學程之大學或各國民小學,依據各等級教師專業知能需求提供進修課程
八、其他相關配套措施一併實施
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