本研究指在探討校長分布式領導、教師知覺組織支持與教師組織公民行為的關係。研究方法採問卷調查法，以越南胡志明市公立高級中學教師為研究對象。在預試階段，寄發300份問卷，回收有效問卷共有275份，據以檢視研究工具之信效度。在正式調查階段，寄發960份問卷，回收有效問卷共908份。在資料處理方面，本研究分別以描述性統計、獨立樣本t檢定、單因子變異數分析、積差相關分析及結構方程模式取向之路徑分析等統計方法進行分析。本研究獲得以下結論： 一、越南胡志明市公立高級中學校長分布式領導、教師知覺組織支持與教師組織公民行為的現況大致良好。 二、教師對校長分布式領導的知覺，會因教師之年齡、服務年資、學歷、學校所在地、學校規模與校長於本校服務年資之不同而有顯著差異。 三、教師對組織支持的知覺，會因教師之年齡、學校所在地與學校規模之不同而有顯著差異。 四、教師對教師組織公民行為的知覺，會因學校所在地、學校規模與校長於本校服務年資之不同而有顯著差異。 五、校長分布式領導、教師知覺組織支持與教師組織公民行為之間兩兩具有正向相關。 六、校長分布式領導、教師知覺組織支持與教師組織公民行為三者之間具有顯著影響關係。 七、校長分布式領導可透過教師知覺組織支持的部分中介效果，間接影響教師組織公民行為。 八、校長分布式領導、教師知覺組織支持與教師組織公民行為的結構方程模式適配度良好。 基於上述之研究結果，本研究提出一些建議，作為主管教育行政機關、學校校長、教師及未來研究之參考。 / The study aims to investigate the relationships among distributed leadership, perceived organizational support, and organizational citizenship behavior. The study population is all in-service teachers at public high schools in Ho Chi Minh city. The questionnaires are used to collect data. In the pretest stage, data collected from a sample of 275 teachers at 20 public high schools, and was used to test the validity and reliability of the research instruments by using the exploratory factor analysis. In the formal survey, data collected from a sample of 908 teachers at 64 public high schools. Then the descriptive analysis, t-test and one-way ANOVA, correlation analysis and SEM approach’s path analysis were used to analyze the data. The findings indicated that: 1. The teachers’ perception of distributed leadership, perceived organizational support, and organizational citizenship behavior is good. 2. Six demographic variables, including teachers’ age, year of experience, level of education, school location, school size, and years as principal at current school, showed significant differences in distributed leadership. 3. Three demographic variables, including teachers’ age, school location, school size, showed significant differences in perceived organizational support. 4. Three demographic variables, including school location, school size, and years as principal at current school, showed significant differences in organizational citizenship behavior. 5. There is a significant positive correlation between the variables of distributed leadership, perceived organizational support, and organizational citizenship behavior. 6. Both distributed leadership and perceived organizational support showed a positive direct effect on organizational citizenship behavior. 7. Perceived organizational support partially mediated the effect of distributed leadership on organizational citizenship behavior. 8. The SEM constructed for the distributed leadership, perceived organizational support, and organizational citizenship behavior showed a goodness of fit. Based on these results, there are many applications proposed to education authority, school principals, and teachers and some recommendations provided for further research.

近幾年來，教育界的糾紛事件有增多的趨勢，尤其是教師法起草期間，教師能否有「罷教」及「組織自主性工會」權的問題，曾引起廣泛的迴響與討論。基於筆者也身為中學教員的一分子，故引起了探討一般中學教師心態的興趣。 隨著民國七十六年戒嚴令解除以來，民主腳步亦加速前進，似乎一下子罷教事件頻傳不斷。罷教事件的發生，代表了教師抗拒行為程度的升高，所以「抗拒行為」成為本研究值得探討的重要主題。當個人在一組織中，其本身的慾望或對工作相關內涵因素的期待得不到滿足時，衍生了挫折感，而消除挫折感的方法，有採激烈手段正面衝突者，如罷工、怠工、破壞等；有採理性溝通方法解決問題者，如談判、協調等；也有採消極的退縮逃避方式者，如忍耐、離職、做白日夢等。所以「工作滿足與否」容易直接導致「抗拒行為」的發生。另外也可能透過中介造成影響的是「組織承諾」的因素，個人對一組織承諾感的高低，不僅決定其認同努力的程度，而且也間接的使個人在採取任何行動以前，影響考慮的結果。 在歐美許多國家□，教師藉罷教來表示不滿，爭取自身應有的權益及傳達某些教育的理念，乃是稀鬆平常的事，但合法的罷教行動乃是透過合法的程序，大前提為有教師工會的存在，但在我國此間，尚未有合法的教師自主性工會，所以透過問卷去瞭解中學教師們贊同組織和參與教師工會的程度如何，也是筆者有興趣的研究重心。 綜言之，本研究以 415名中學教師為研究對象，目的在ヾ分析個人背景變項、學校公私立，透過工作滿足、組織承諾感對教師參與工會與罷教態度的影響；ゝ探討工作滿足、組織承諾感對中學教師參與工會態度的影響；ゞ探討工作滿足、組織承諾感對中學教師罷教態度的影響；々研究中學教師工作滿足與否、組織承諾高低對抗拒行為的影響，及其採取何種抗拒行為的可能性。 希望藉此研究了解中學教師的心聲，發掘其不滿癥結問題所在，俾提供教育當局對症下藥，及早採取對策，防患於未然，如此教師的不滿足感消除，教育界如再恢復一向的寧靜，並且生機蓬勃，乃我全國國民受教育者之福也。

本研究旨在探討國民中、小學生后設認知的發展及其與閱讀理解之關係，並進而驗證 后設認知的閱讀策略教學之有效性。期藉此研究發現，提供國民中、小學教師閱讀教 學及學習輔導之參考，俾提高教學之效果，並增益學習的效率。 為使研究結果具有代表性，本研究不惜動用大量經費、人力及時間，以從事調查研究 ，並進行教學實驗研究工作。 有關後設認知與閱讀理解之調查，取樣對象遍及台灣地區，分北、中、南三區，每一 地區隨機抽取四個縣市，每一縣市各隨機抽選一所國民中學和一所國民小學；研究對 象從國小三年級至國中三年級，每一年級再分層隨機抽選男生10位、女生10位。 有關教學實驗之研究，則選取高雄市一所國小和一所國中，由國小三年級至國中二年 級，每一年級分別組成一組實驗組和一組控制組，進行教學實驗。 本研究首先採用調查法，實地實施測驗並進行一對一的晤談錄音，搜集有關的資料， 再運用統計技術加以分析，比較不同年級、不同心理特質的男女學生後設認知之差異 情形，並探究不同後設認知能力的男女學生其閱讀理解的表現情形。其次，進行後設 認知的閱讀策略教學；實驗設計為實驗組、控制組前測後測設計。採用Palincsar 和 Brown(1984) 的「相互教學法」 (reciprical teaching)，選取適合各年級水準的閱 讀資料二十篇，進行包含了綜合閱讀策略與後設認知技能的四種活動；摘錄重點(su- mmarizing)、自我發問 (self-questioning) 、澄清疑慮(clarifying)、和預測後果 (predicting)。最後評量實驗結果，以驗證後設認知的可教性及其教學成效。 研究結果主要發現如下： 一、國民中、小學生後設認知的差異，隨年級、性別之不同而有差異： (一)國民中、小學生後設認知知識之差異，因年級、性別之不同在而有差異。年級方 面, 以國小六年級為最好，其次為國二和國三，而以國小三年級最差。性別方面，女 生

標與結構動態調整策 略對環境的適應能力。 本研究首先對系統對環境的適應型態、目標設定的影響因素、結構與環境互動關係的 瞭解，推論出目標、結構、環境互動假說，藉由以系統動態存貨模式為材料的電腦實 驗模擬來測試假說。根據檢定結果，本研究進一步分析不同目標設定方式對環境變化 的適應能力及模式中目標、結構參數動態設定的可行方法。

本研究在探討國中視覺環境，而今日學校視覺環境在學校建築中是相當重要的一環， 而學校建築，已不僅是建築師的責任，它更需要教育行政當局、學校行政人員、教師 、學生、工程師的密切配合，不斷增益或改進，以適合教育需求為目的，才能順應國 家建設的需要和乎國家未來發展。 本研究目的在探討視覺環境之兩大要素－－採光和色彩，並調查北市國中視覺環境現 況，以作分析、歸納。 研究內容：計分五章。第一章緒論：敘述研究動機、目的、範圍、方法、資料來源、 專有名詞解辭。第二章探討學校採光理論基礎：視覺環境之特性、學校照明設計原則 、良好的採光強度、採光亮度、室內反射率、教室採光設備的探討、眩光的造成和防 止、有關近視問題之探討、今日採光的新趨向等九節。第三章學校色彩研究之探討： 計分色彩的意義、色彩和採光的關係、色彩三屬性、色彩系統的原則、色彩在學校教 育上的功能、學校色彩的應用。第四章台北市立國民中學視覺環境之調查與實施。第 五章結論與建議。

政治社會化是研究個人如何獲取政治定向及行為模式的發展過程，並進以膫解政治系 統得以穩定的因素。因此，熱心於國家建立的學者對此一問題相當重視，尤其執政單 位對於「如何透過有計劃的政治教化，以增高公民對政治系統的支持」更是特別強調 。我國自建立民國以來，向以三民主義為我們立國之精神與教育宗旨之所在，足見「 三民主義」的教育即為我國政治社會化推行的主要內容。 本文即探討台灣地區的高中學生，在接受「三民主義」政治社會化後，對於下列兩方 面的認知與態度，有何變異： (1)對政治系統的定向及行為模式； (2)對中共的膫解 與評價。 全文以下列四個部分來處理： (一) 理論建構的評述； (二) 研究方法與設計； (三 ) 調查結果的分析，分高中生的國家認同感、對政府的認知、民主的取向及對中共之 態度等四個主題說明； (四) 討論與建議，即解釋研究結果，並對三民主義的教學問 題，提出若干建議，以供參考。

本篇論文目的在於研究台北地區中學生有關購買行為的知識，消費性動機，炫耀性動 機，情報搜集及評估，……的社會化過程，並探討中學生認知發展程度之不同，在消 費行為上有何差異。 以台北地區隨機抽樣七個學校，六百名學生，問卷調查，統計結果。 全文以社會化學說及皮亞杰認知發展學說為理論架構。共分為六章：一、導論。二、 研究假設。三、定義變數。四、文獻探討。五、研究發現。六、結論。

在知識經濟的時代裡，「知識管理」已成為學校組織管理與組織學習的核心議題，而「知識分享」更是其中重要的一環。因此，對教學場域中影響「教師」知識分享的相關因素之瞭解必有實務上的意義，尤其是屬於華人人情等特質相關因素的影響是本研究的探索旨趣。 從組織行為的角度去思考教師在學校的知識分享(分為資訊分享、行動示範、情境化知識分享、知識共構四個構面)，主要受到個人、人際、組織層面因素的影響。本研究從本土的人情概念出發，組織層面再加上對創新的關注，探討人情在個人層次(人情特質—忠恕取向、人情束縛、關係取向)、人際層次(情感與工具性關係)與組織層次(情感、關係、創新、法制)是如何地影響著國民中學教師彼此的知識分享意願與行為。 本研究對190位教師進行預試，進行對預試量表信效度檢驗並修正後，進行正式施測，正式施測時回收了583份有效問卷。以相關分析、多元迴歸分析、變異數分析、典型相關分析與結構方程模式分析，驗證本研究之假設並做延伸的探討。 本研究主要發現如下： 一、相對於知識分享的其他構面，教師們以行動示範同事進行知識分享的意願最低、實際行為也最少。 二、學校資訊設備與教師個人資訊能力對教師的資訊分享有正向影響；學校對課程時間與開放空間的彈性安排對教師之知識分享意願有提昇效果，亦促進了知識分享行為的實踐。 三、具忠恕特質、易受人情束縛的教師，其知識分享意願愈高，而展現出的實際知識分享行為也愈多，又尤以具高忠恕特質的教師最甚。 四、教師對與其情感親密的同事相較於僅屬工作關係而交往之同事會有較高的知識分享意願，也會有較多的知識分享行為。 五、若教師所在學校文化愈趨創新求變、情感支持、法制取向，則其知識分享的意願愈高、所展現出的知識分享行為愈多；關係取向文化則與知識分享意願、行為無顯著相關。又其中， 創新求變的學校文化對教師知識分享行為的實踐尤為重要。 六、教師愈具忠恕取向特質者，其所知覺到學校文化中的情感支持程度愈高；教師愈具關係取向特質，其所知覺到學校文化中「關係取向」程度愈高。 七、教師的知識分享意願愈高，則其所展現出的知識分享行為愈多。教師具有高知識分享意願時，若學校有「研究討論會」的安排，教師的知識分享行為愈多。 八、教師愈具忠恕特質，則其知識分享意願也高，進而產生較多的知識分享行為，知識分享意願是重要的中介變項。而若教師分享的對象愈屬情感性關係者，則其知識分享意願也高，進而產生較多的知識分享行為，知識分享意願亦是重要的中介變項。但若教師處於高創新求變的學校文化中，則教師不一定知覺其有知識分享意願，甚至在違反意願的情況下可能直接產生知識分享行為。 　　最後，本研究根據上述發現針對教育實務層面與未來研究提出具體建議以供參考。 / A Study of the Relationships among Teachers’ Renqing Traits of Teachers, Interpersonal Affection, Organizational Culture and Knowledge Sharing in Junior High School By Chien-Heng Yeh Abstract The main purposes of this study were to understand the status quo of knowledge sharing willingness and behaviors among junior high school teachers, as well as examine the relationships among the teachers’ Renqing(人情) traits, interpersonal affection, organizational culture and knowledge sharing. From literature review, knowledge sharing was divided into four aspects---information sharing, action modeling, situated knowledge sharing, and knowledge co-constructing. Renqing traits were also divided into three aspects as Zhongshu(忠恕), Renqing constrain(人情束縛), and Guanxi(關係). People with zhongshu trait mean they’re kind and empathic, those with renqing constrain trait are difficult saying “no” to others and apt to be constrained by renqing, while people with guanxi trait have the belief that interacting with others is to utilize their relationship as an instrument to acquire certain kind of resource. 　　Meanwhile, the interpersonal affection variable was composed of expressive ties(情感性關係) and instrumental ties(工具性關係). The former means both parties are intimate, as well as care about each other; the latter represents the two-person relationship is just on the job. Moreover, the organizational culture in this study contains the four dimensions--- innovative flexibility, affective support, guanxi(關係取向), and law-governed orientation. This study adopts the survey method by questionnaire. A pilot test was conducted with 190 teachers. Having examined the reliability and validity of the questionnaire and revised it, the modified one was then given to the subjects who the study is targeting at. In this study, the subjects were public junior high school teachers in Taiwan. Returned valid questionnaires were amount to 583 .The collected data were analyzed through product-moment correlation, multiple regression, one-way and two-way ANOVA, canonical correlation and structural equation modeling. The conclusions of this study were as follows： (1)teachers’ willingness and behavior frequency to participate in action modeling are the least, in comparison with other aspects of knowledge sharing. (2)The information technology(IT) equipment in school and personal IT ability have the positive influence on the information sharing willingness and behaviors of teachers; the flexible curriculum time and open space arranged in the campus have the effect to facilitate the knowledge sharing willingness and behaviors of teachers. (3)The teachers with more zhongshu, renqing constrain traits have higher willingness of knowledge sharing, and more behaviors than those with less zhongshu, renqing constrain trait, especially, the zhongshu trait. (4)Teachers have higher willingness of knowledge sharing with those are expressive ties, and more behaviors than those are instrumental ties with them. (5)The three dimensions of school culture--- innovative flexibility, affective support, and law-governed orientation had all significant positive related with the willingness and behaviors of teachers’ knowledge sharing,but guanxi orientation did not.Among them, the innovative flexibility of school culture is the most important. (6)The zhongshu trait of teachers and the degree of affective support culture in school have influence on and interplay with one another. Similarly, the guanxi trait and the degree of guanxi orientation culture in school do, too. (7)Their knowledge sharing willingness and behaviors have impact on and interplay with the other. Besides, teachers with high willingness really share knowledge with colleague when the seminar was actually held in school. (8)Teachers with high zhongshu trait have more knowledge sharing behaviors, via high willingness of them.That is,the willingness is the important mediate variable. Nevertheless,teachers have more sharing behaviors to those that are expressive ties with , via high willingness of them. That is,the willingness is the important mediate variable. But if teachers were in the school of high innovative culture, they directly participated in knowledge sharing activity, not via willingness, even violating their willingness. 　　Finally, some suggestions are proposed based the aforementioned conclusions for further studies and for the practice of education.

本研究的主要目的在瞭解學校人員對無障礙校園環境的認知，並探討臺北市國民中學無障礙校園設施的運用、設計與問題，同時研擬具體可行之「臺北市國民中學無障礙校園環境檢核表」，作為行政機關及學校的參考。 為達上述目的，本研究採文獻探討、問卷調查、專家座談及實地觀察訪談等四種研究方法。首先透過文獻分析，探討無障礙環境的基本理念與法令、規章的發展概況，及臺北市無障礙校園環境的執行過程；其次，以文獻探討的結果及專家座談的建議，研擬具體可行的「臺北市國民中學無障礙校園環境檢核表」及編製「臺北市國民中學無障礙校園環境調查問卷」，進行問卷調查研究，並輔以實地觀察訪談，以瞭解學校人員對無障礙環境的認知，及臺北市國民中學無障礙校園設施的運用、設計與問題。 本研究的調查對象為臺北市國民中學之校長、總務主任、特教組長、教師及家長會長（或代表），共57所學校，計發出問卷285份，總計收回53所學校260份問卷，回收率為91.2﹪，實得有效問卷260份，並以SPSS 10.0 For Windows軟體進行問卷資料之統計分析；實地觀察訪談對象，依學校規模分大、中、小型（60班以上為大校、59班至35班為中校、34班以下為小校）三組，每組再依建校歷史，以民國79年「殘障福利法」修正公布為準，分新、舊兩組，各抽取一所學校，以該校總務主任為訪談之對象，該校為實地觀察之地點，共6人。 根據文獻探討、問卷調查、專家座談及實地觀察訪談的結果，獲得以下結論： 一、臺北市國民中學認為無障礙校園環境很重要，認知狀況普遍良好，其中以特教組長對無障礙校園環境的認知狀況最好。 二、臺北市國民中學無障礙設施的使用情形尚可，維護情形良好。 三、臺北市國民中學規畫最好的無障礙設施是「坡道及扶手」、「廁所、盥洗室」、「昇降機（電梯）」，最難規劃的無障礙設施是「昇降機（電梯）」、「觀眾席（如視聽教室、禮堂、演藝廳等）」等，尚須改善的無障礙設施有「觀眾席（如視聽教室、禮堂、演藝廳等）」、「昇降機（電梯）」、「避難層出入口」。 四、臺北市國民中學無障礙設施規劃設計上比較困難的因素是原有建築或空間及經費的受限，故臺北市政府教育局應提供協助以建構完善的無障礙校園環境，其中檢核表對臺北市國民中學無障礙校園環境的推動深具價值。 根據研究發現與結論，提出建議如下： 一、臺北市國民中學的無障礙校園環境應整體性規劃，其中特教組長應積極扮演協同的角色，並為師生辦理無障礙校園環境體認等多元活動。 二、臺北市政府教育局應利用儲訓或相關研習加強學校主管的無障礙校園環境理念與實務，對經費補助的方式則應先檢核評估學校整體無障礙環境並以整體規畫、專案補助為主，其中「觀眾席」、「升降機」、「避難層出入口」等設施的新建或修繕補助應列為第一優先，並應提供無障礙校園環境相關諮詢管道與一份完善的無障礙校園環境檢核表以供協助，同時建立各校無障礙設施之基本資料與執行績效評量制度，並對總務人員任期的人事法令予以鬆綁以為配套。 三、其他建議如：各大學院校相關系所應開設無障礙校園環境的相關課程；我國建築技術規則等相關法規應儘速修正並儘速建立人體工學資料。 / The main purpose of this study was to provide an insight into the understanding of staffs in schools of the barrier-free campus environment and to investigate the implementation, design and problems related to the barrier-free campus facilities in junior high schools in Taipei City. In addition, the researcher proposed an applicable “Checklist for the Barrier-Free Campus Environment in Junior High Schools in Taipei City” for the reference of both the authorities and schools. To achieve the above-mentioned objectives, the researcher adopted the methods of literature analysis, questionnaires, seminars and field surveys in this study. First of all, through analysis, the researcher explored the basic ideals, the development of rules and regulations and the process of implementation of the barrier-free campus in Taipei City. Secondly, based on the results from the literature analysis and the suggestions from experts in various seminars, the researcher proposed an applicable “Checklist for the Barrier-Free Campus Environment in Junior High Schools in Taipei City,” designed a “Questionnaire on the Barrier-Free Campus Environment in Junior High Schools in Taipei City,” conducted questionnaire surveys and field surveys to get an insight into the understanding of staffs in schools of the barrier-free campus environment and the implementation, structure and problems related to the barrier-free campus facilities. The research subjects of this study were principals, directors of general affairs, chiefs of special education, teachers, and presidents (or representatives) of parent committee in junior high schools in Taipei. The researcher sent out 285 questionnaires to 57 schools. A total of 260 questionnaires from 53 schools were retrieved. The response rate was 91.2%. SPSS 10.0 For Windows was employed to analyze the 260 effective questionnaires; the subjects of field surveys were classified into three groups according to the size of school (schools of 60 classes or more are large schools, 35-59 medium schools, and 60 schools or less small schools). In each group, 1990, the year in which the Welfare Law for the Handicapped and Disabled was revised, was set as the point of demarcation to divide these schools into two subgroups: old schools and new schools. The researcher chose one school from each subgroup and interviewed the director of general affairs from the chosen schools which were the sites for field surveys. A total of 6 people were interviewed for this study. Based on literature analysis, questionnaires, seminars and field surveys, the researchers reached the following conclusions: A. Junior high schools in Taipei City consider the barrier-free campus environment important. In general, staff at school have good understanding of the barrier-free campus environment, especially chiefs of special education. B. The way in which barrier-free facilities are used is acceptable; the maintenance of barrier-free facilities is satisfactory. C. The best planned barrier-free facilities are “ramps and handrails,” “bathrooms and lavatories” and “hoists (elevators).” The greatest difficulty in planning barrier-free facilities is in “hoists (elevators),” “audience seats (such as those in audio-visual classrooms, auditoriums and performance halls).” Barrier-free facilities which require improvements are “audience seats (such as those in audio-visual classrooms, auditoriums and performance halls),” “hoists (elevators)” and “entrances and exits to refuge floors.” D. The difficult part in structuring barrier-free facilities lies in the limitations of original architecture, space and budget. Therefore, Taipei City’s Department of Education should provide assistance to build up a complete barrier-free campus environment in junior high schools in Taipei City. The checklists are valuable to the promotion of the barrier-free campus environment in junior high schools in Taipei City. Based on these findings, the researcher proposed the following suggestions: A. The barrier-free campus environment in junior high schools in Taipei City should be planned as a whole. Chiefs of special education should play roles of active coordinators, and hold various activities to help teachers and students understand the barrier-free campus environment. B. Taipei City’s Department of Education should make use of various training programs and seminars to enhance the understanding and performances of directors at school. The whole barrier-free campus environment in each school should be evaluated before issuing subsidy. Subsidy should be planned as a whole and issued on a case-by-case basis. Moreover, the installment and repair of “audience seats,” “hoists” and “entrances and exits to refuge floors” should make the top priority on the list of special funds. A complete checklist for the barrier-free campus environment should be provided as support. At the same time, basic data of all the junior high schools in Taipei City and the performance evaluation system in each school should be established. Lastly, terms of staff in general affairs should be more flexible as a supplementary measure. C. Other Suggestions: related departments in every college should provide courses about the barrier-free campus environment; building Code and Regulations in Taiwan should be revised as soon as possible; Ergonomics data should be updated and established as soon as possible.

國民中學實施教師專業評鑑制度之研究 摘 要 本研究旨在探討國民中學教師對於實施教師專業評鑑的意見，及相關配套措施差異性之看法，並進一步探究不同背景教師對於教育部規劃的教師專業評鑑制度有何看法上的差異。所研究之結果，希冀日後對於國民中學實施教師專業評鑑有所裨益。 為獲取國民中學教師對於實施教師專業評鑑之意見資料，本研究乃針對桃園縣、新竹縣市及苗栗縣等四縣市118所學校，寄發每校十二份問卷，合計寄發1328份問卷，回收有效問卷為997份。問卷回收後，以百分比及卡方（χ2）檢定考驗統計分析及處理相關資料，茲臚列重要研究結果如下： 一、在實施教師專業評鑑目的方面：國民中學教師對於教師專業評鑑之目的，以勾選形成性之評鑑目的最多，其中有六成以上教師勾選「協助教師改進教學方法」、「提供教師瞭解專業發展方向」及「樹立教師專業形象」三項；另外有四成以上教師勾選「作為處理教師在職進修之參考依據」、「建立教師生涯發展目標」及「處理不適任教師」等。 二、在實施教師專業評鑑原則方面：國民中學教師認為評鑑的原則應該把握下列原則：（一）評鑑目的要明確；（二）評鑑制度要健全；（三）評鑑過程要公開；（四）評鑑方式要多元；（五）評鑑結果要善用等。 三、在實施教師專業評鑑方式方面：（一）就評鑑人員而言，國民中學教師最能接受的評鑑方式依序是「教師自我評鑑」、「教師同儕評鑑」及「校內評鑑小組評鑑」；較不能接受非教育專業人員的評鑑。（二）就蒐集評鑑教師資料而言，國民中學教師最樂意接受「觀察教師教學及班級經營」，其餘依次是「檢視教師行政配合、獎懲、品德、勤惰及進修等文件紀錄」、「瞭解學生的學習成就」、「檢閱教師的教學檔案」、「查核教師自我評鑑資料」、及「審查批改學生作業情形」等。就實務面來說，唯有多元化蒐集評鑑資料，才能達到評鑑的客觀性。（三）就評鑑教師資料的處理方式而言，國民中學教師對於實施教師專業評鑑之後，提醒教師缺點的方式中，以「書面通知」及「面談」較受歡迎；而較不能接受以「不予通知只做年終總結性評鑑參考」及「公佈週知教師」的處理方式。（四）就評鑑教師的時機而言，國民中學教師對於實施教師專業評鑑較傾向於形成性的教師評鑑；均期待能透過評鑑之方式，以協助教師隨時改進教學方法，並促進教師專業成長。 四、在教師專業評鑑指標方面：國民中學教師認為評鑑指標的訂定，最符合學校需求的人員依序是「全校教師」、「學校各學習領域教師代表」及「學校行政人員」等；而指標的配分比例依序是「教學實務表現」佔20﹪，「訓導輔導表現」佔20﹪，「品德操守表現」佔20﹪，「專業成長表現」佔20﹪，「人際關係表現」佔10﹪，「行政紀錄表現」佔10﹪。 五、在教師專業評鑑結果的運用方面：國民中學教師對於評鑑優良教師的獎勵方式，其意向之優先順序是「給予獎金、晉俸、或年功俸之獎勵」、「給予嘉獎或獎章」、「給予休假機會」及「給予進修機會」等；而對於表現欠佳教師的處理方式，則認同之意向依序是「提供改進意見，限期實施複評」、「強制參加專業進修」及「留原俸級」等。 六、對於教育部規劃中的教師專業評鑑制度之看法方面：（一）國民中學有七成以上教師認為所有教師應該接受評鑑；然而就「以教師評鑑取代現行教職員考核方法」的贊成百分比例而言，校長群有85.7﹪贊成，教師兼行政人員有69.3﹪表示同意，至於一般教師則有52.7﹪表示認同；可見目前考核教師的辦法有待檢討修訂。（二）國民中學有七成以上教師贊成「教師只要通過教師評鑑就可以晉薪一級，並領取一個月薪給總額百分之九十至九十五的獎金」；至於「將全校教師一個月薪給總額的百分之五至十作為評鑑表現優異教師的獎金」方面，只有五成以上的教師認同；可見國中教師對於獎金發給之意見尚不一致，有待溝通建立共識。（三）國民中學約有七成左右教師對於「教師之晉薪與獎金之發給，乃依據教師評鑑結果而分開處理」表示認同；至於限制晉薪或獎金人數比例，則有七成以上教師非常反對；可見國中教師對於考核限制人數持不同看法。 七、不同背景教師對於實施教師專業評鑑制度相關配套措施之議題，多數呈現顯著差異之看法。 八、國民中學教師對於實施教師專業評鑑的作法，有七成以上教師認同能執行，唯對於評鑑的配套措施更殷切企盼能訂定健全的制度。因此，願教育界前輩除了能對後學的研究及建議加以斧正外，並祈能就此議題繼續探究以貢獻卓見。 關鍵詞：教師專業評鑑、教師成績考核、學校本位管理、教師專業評鑑指標、教師分級制、績優給付制、國民中學 / A Study on the Practice of Teacher Performance Evaluation of Junior High Schools ABSTRACT The purpose of this study was to explore the junior high school teachers’ opinions about teacher evaluation as well as the supporting measures. It would further look into the discrepancies on the viewpoints of the Teacher Performance Evaluation System being mapped out by the Ministry of Education. The findings and results so yielded are to benefit future teacher evaluation in junior high schools. In order to hear junior high school teachers’ voices on the teacher evaluation, the study handed out a total of 1,328 copies of twelve questionnaires to 118 schools in Taoyuan County and Hsinchu County. A total of 997 copies successfully were collected and processed by means of percentage and Chi-square Test (x2). The major findings were listed below : 1. In the aspect of the enforcement of the teachers performance evaluation: In the purposes of the teachers performance evaluation in junior high schools, as appraised through checkmarks, over 60% of the respondents ticked three items, i.e., “helping teachers upgrade the teaching methods”, “providing sound orientations for teachers to make sure of the specialized development” and “building up the professional image of teachers”. Besides, over 40% of the teachers ticked “providing grounds to teachers in their on-the-job education”, “setting up goals of career development for both faculty and students” and “settling problems of incompetent teachers”. 2. In the aspect of the principles of enforcement of teachers performance evaluation: The junior high school teachers believed that the evaluation should firmly hold the following principles:(1) Definite and express objectives of evaluation; (2) Sound and wholesome evaluation systems; (3) Open evaluation process; (4) Multifaceted evaluation methods; (5) Maximum possible uses of the evaluation results. 3. In the aspect of the methods for enforcement in the teachers performance evaluation: (1) In terms of assessing personnel, the evaluation methods most acceptable to junior high school teachers are: “evaluation by teachers themselves”, “evaluation by peers themselves” and “evaluation by in-school evaluation task forces” in that order; and the less acceptable one is evaluation by non-educators. (2) In terms of data collection, the best acceptable one is “observation of teachers’ teaching and class management”, followed by “inspecting teachers’ coordination in administration, awards & punishment, conduct, attendance and higher education”; “looking into students’ achievement in learning”, “looking into teachers’ teaching archives”, “checking teachers’ self-evaluation files” and “review of teachers’ marking & correction on students’ homework”. In practice, only the multifaceted collection of evaluation will make possible detached and neutral evaluation. (3) In processing of evaluation over teachers, the junior high school teachers, after enforcement of the teacher performance evaluation, among those methods to remind teachers of shortcomings, “documented notices” and “interviews” are more popular. Those unpopular ones include notably “no notice, used for reference in the year-end conclusive evaluation only”, “keeping teachers informed through public announcement”. (4) In terms of evaluation timing, junior high school teachers are more inclined to formality evaluation over teachers in the hope to help teachers enhance the teaching methods and to boost expertise to grow. 4. In terms of the indices in teachers performance evaluation: In the evaluation indices in the mind of junior high school teachers, the best meeting school needs are “entire faculty”, “leading representatives of teachers in various fields” and “administrative staff at schools”. The indices are in such ratios of “performance of practical teaching” 20%; “discipline guidance” 20%; “performance in conduct” 20%; “performance in expertise growth” 20%, “performance in interpersonal relationships” 10%; “performance in administrative records” 10%. 5. Utilization of the results yielded in teachers performance evaluation: As to the methods to award outstanding teachers, the junior high school teachers responded with the view in such priority order: “encouragement of incentive, advance or annual award”, “conferment of citations or medals”, “chances for vacation days”, “chances for higher education”. Toward teachers of unsatisfactory performance, the preferred measures include “offering advice and rechecking within the specified time limit”; “compulsory higher training” and “no-raise”. 6. Viewpoints about the schoolteacher evaluation system being mapped out by the Ministry of Education: (1) In junior high schools, over 70% of the teachers uphold that teachers should receive evaluation. Over the idea of “taking schoolteacher evaluation instead of the current evaluation method”, 85.7% of school principals said yes, 69.3% of administrative staff & faculty said yes while 52.7% of general teachers backed the idea. Such results suggest that the current evaluation or rating systems leave much room to reassess. (2) In junior high schools, over 70% of the teachers back the idea that “teachers should be upgraded by one degree plus incentive at 90~95% of one month’s salary as long as they successfully pass evaluation”; only over 50% of them backed the idea of “taking 5%~10% of the payroll of the entire faculty of the school as an incentive to outstanding teachers” These findings suggest that junior high school teachers are still in discrepancies in terms of incentives to teachers. (3) In junior high schools, approximately 70% of the teachers back that “teachers should receive salaries and incentives only based on the results of evaluation over teachers but over 70% of them objected to the idea of restricting the quotas for advancement or incentives”. These factors found in the questionnaire survey suggest that junior high school teachers have discrepancies in terms of negative measures against teachers on the grounds of evaluation results. 7. Over the supporting measures related to teacher evaluation on good performances, teachers of different backgrounds showed significant discrepancies in the responses. 8. Over the teachers performance evaluation of junior high schools, over 70% of the teachers agreed and hoped that the evaluation would be put into enforcement. They further expect to see wholesome systems about the coordinating measures. It is, therefore, hoped that those veteran and senior educators would kindly offer advice and comments with continuing studies on these issues. Key words: Teachers performance evaluation; performance rating for teachers; school-based management; indicators of teachers performance evaluation; Career ladder program of teacher ; merit-pay for outstanding performance, junior high schools.