本研究藉由文件分析、文獻分析、比較分析、歸納分析及實地訪談等研究方法，分析教師評鑑的理論基礎、教師評鑑的性質與內涵、及探究英國教師評鑑制度之發展、內涵與特色，並對我國未來建立教師評鑑制度提出具體建議。 經由上述研究，獲致以下結論： 一、教師評鑑在教育專業化的趨勢中扮演著重要的角色。 二、教師評鑑具有多元化的目的。 三、教師評鑑模式應配合評鑑目的與對象及教育發展而作彈性調整。 四、英國教師評鑑制度是逐漸發展且有其特殊背景。 五、透過立法程序是教師評鑑工作制度化的重要關鍵。 六、觀念的宣導及地方性的實驗研究是教師評鑑制度重要的前導工作。 七、周延的程序及多元的目的是順利推動教師評鑑的重要因素。 八、充分的時間與資源是教師評鑑持續推動的關鍵要素。 九 、教師評鑑不是獨立的工作而是學校整體經營的一環。 十、教師評鑑必須結合相關教育政策才能發揮相輔相成效果。 十一、我國中小學教師成績考核亟需檢討修正。 十二、英國中小學教師評鑑制度足供我國參考。 十三、 建立我國教師評鑑制度時機已趨成熟。 根據研究發現及結論，本研究從以下三方面提出建議： 一、對改進我國現行中小學教師成績考核制度缺失之建議：重新界定教師成績考核之目的；重新規範教師評鑑之範圍；建立多元化的教師成績考核方式；重新建立合適的教師成績考核程序；健全考核委員會之組織；擴大教師成績考核結果之運用；健全教師成績考核申訴制度；明定各級主管教育行政機關應有的角色。 二、對建立我國教師評鑑制度之建議：研究者提出下列五個階段，供作建立我國教師評鑑制度之參考：研議階段；宣導溝通階段；建立共識階段；法制化階段；正式實施階段。 三、對未來研究之建議：持續對先進國家教師評鑑制度進行深入探究；鼓勵學校進行教師評鑑的實驗研究；從事教師評鑑與教師專業發展、學校發展及教育品質關係的實證研究；進行教師評鑑與獎金及薪資關係的實證研究；加強現行教師成績考核制度之研究。 / By means of documents analysis, literature analysis, comparison, induction, and field work of interview, this research is aimed at investigating both the theoretic basis, the nature, and the meaning of teacher appraisal, and the development, the structure and the characteristics of British system of teacher appraisal. Furthermore, some practical suggestions are put forward for our teacher appraisal here. Conclusion 1. Teacher appraisal plays an important role in the trend of the professional ization of educational enterprise. 2. Teacher appraisal possesses multifarious purposes. 3. The mode of teacher appraisal should be flexibly modified according to the purpose, the target of educational appraisal, and the educational development. 4. The system of British teacher appraisal had developed stet by step and has its particular background. 5. The process of legalization is the key factor in the institutionalization of Teacher appraisal. 6. Both the dissemination of ideas and the regional experiments and studies are the significant prerequisites of teacher appraisal. 7. Complete and detailed procedures and multifarious goals are the key elements in the success of teacher appraisal. 8. Sufficient time and resources are important for promotion of teacher appraisal. 9. Teacher appraisal is part of, rather than independent of, the whole system of school education. 10. Teacher appraisal and educational policy should be connected with each other for the most benefits. 11. It is necessary to examine and modify our system of both middle and primary school teacher appraisal. 12. British system of middle and primary school teacher appraisal can be referred to for the improvement of ours. Suggestions 1. The suggestions about how to advance our current system of middle and primary school teacher appraisal. (1) Redefine the purpose of teacher's achievement assessment. (2) Rebuild the range of teach appraisal. (3) Establish multifarious ways of teacher achievement assessment. (4) Reproduce the suitable procedure of teacher's achievement assessment. (5) Reorganize the assessment committee. (6) Extpand the application of the consequences of teacher achievement assessment. (7) Ameliorate the appealing system of teacher's achievement assessment. (8) Specify clearly the de jure roles of educational organizations at every levels. 2. The suggestions about how to establish our system of teacher appraisal. Five steps are raised as follows: (1) The stage of planning; (2) The stage of dissemination and communiction; (3) The stage of the formation of consensus; (4) The stage of legalization; (5) The stage of implementation. 3. The suggestions for the future (1) Keep on investigating in depth the teacher appraisal systems in developed countries. (2) Encourage the school authority to take action on the experiment and studies of teacher appraisal. (3) Take up the empirical studies of the relationships among teacher appraisal, teachers' professional development, and educational quality. (4) Carry out the empirical studies of the relationship among teacher appraisal, scholarship, and pay system. (5) Strengthen the studies of the current assessment system of teachers' performance.

國立政治大學教育學系九十一年度碩士論文摘要 論文名稱：新竹縣市國民中學教師評鑑指標建構之研究 指導教授：湯志民博士研究生：彭春蘭 本研究旨在探討國民中學教師評鑑理念內涵、理論基礎，了解新竹縣市教育人員對指標看法的差異，以建構新竹縣市國民中學教師評鑑指標。 本研究以新竹縣市地區公立國民中學教育人員，包括校長、主任、組長、教師等為母群體， 以「新竹縣市國民中學教師評鑑指標調查問卷」為工具，以簡單隨機抽樣方式，對新竹縣市國中教育人員，抽取樣本893份，進行問卷調查。問卷資料採T考驗（T-Test）、單因子變異數分析（one-way ANOVA）、多因子變異數分析及雪費事後比較（Scheffe' Posterior Comparisons）分析等方法。獲得重要結論與具體建議如下。 壹、重要結論 一、獲致「國民中學教師評鑑」重要理念與內涵。 二、國民中學教師評鑑的理論基礎包括「動機理論」、「學習型組織理論」、「績效責任理論」與「生涯發展理論」。 三、新竹縣市國民中學不同「性別」與不同「組織參與」教育工作人員對整體指標體系看法沒有顯著差異。 四、新竹縣市國民中學不同任教「地區」教育人員在「學生輔導」、「教學設計」及「專業態度」層面上有顯著性差異。 五、新竹縣市國民中學不同「學歷」教育人員在「學生輔導」及「教學實施」層面上有顯著差異。 六、新竹縣市國民中學不同服務「年資」教育人員在「教學設計」、「專業態度」層面有顯著差異。 七、新竹縣市國民中學任教不同學校「規模」教育人員在「專業態度」層面上有顯著差異。 八、新竹縣市國民中學不同「職務」的教育人員在「學生輔導」、「教學設計」、「專業態度」層面指標有顯著差異。 九、新竹縣市不同類別教育人員對「新竹縣市國民中學教師評鑑指標」層面之間看法部分有差異。 十、新竹縣市國民中學教師評鑑指標包括「學生輔導」、「教學設計」、 「專業態度」及「教學實施」等四個層面，共計四十六個指標內容。 貳、研究建議 本研究依據文獻探討與問卷調查統計分析之研究結論，提出教師評鑑指標應用與教師評鑑相關研究建議如下： 一、評鑑指標體系可做為國民中學教師平日工作自我檢核的依據。 二、評鑑指標體系可做為國中教師年終工作績效考核應用。 三、評鑑指標體系的應用需考量不同類別教師的觀點。 四、評鑑指標體系可作為建立學校本位評鑑計畫依據。 五、評鑑指標體系可作為師資師資培訓機構與教師在職進修課程設計的參酌。 六、重視國民中學教師在「學生輔導」與「教學實施」層面指標內容的工作支持與知識能力需求。 七、培養國中教育人員專業研究、學習分享、團隊工作及社區參與的觀念與行動。 八、加強國民中學教師評鑑制度研究。 九、加強國民中學教師評鑑制度研究 十、繼續國民中學教師評鑑指標的研究。 關鍵詞：新竹縣市、國民中學教師、教師評鑑指標。 / 【abstract】This research aims to study the connotation and basic theory about junior high school teacher evaluation.and to try to understand Hsinchu district teachers' different opinions on indexes system.Acorrding to the research material,we try to set up“Hsinchu's junior high school teacher evaluated indexes.” The members of this research is to rest on Hinchu district public junior high school education members ,including principal、managers and teachers as mother body,simple draw 894 copies of questionnaire to be the investigation samples in total. This research uses “ a research questionnaire for hsinchu jumior high school teacher evaluated indexes“ as a tool.T－test,One way ANNOVA ,MANNOVA、Scheffe' Posterior Comparisons and Pearson correlation are used to analyze the information getting from the above mentioned tools. Important conclusions are obtained as follows： 1. This research has gotton the important conceptions and connotations on the evaluation system of junior high school teachers. 2. The basic theories of junior high school teacher evaluation include： motive theory ,learning organization theory,accountability theory and career development theory. 3. The participating teachers from different sex and different organization show the some views on evaluation indexes. 4. The teachers from different district show different views on some indexes about student counselling ,instruction designing and professional attitude items. 5. The teachers from different academic background show differenf views on some indexs about student counselling and instruction practicing items. 6. The teachers from different service years show differenf views on some indexs about instruction designing and professional attitude items. 7.The teachers from different school scale show differenf views on some indexes about professional attitude item. 8.The teachers from different funtion of office show differenf views on some I indexes about student counselling,instruction designing and professional attitude items. 9.The teacher in different background elements still exist some different views on the evaluation indexes. 10.There are 4 items and 46 indexes in Hsinchu district’s junior high school teacher evaluation index system which includes“student counselling”、“instruction design”、“professional attitude” and“instruction practicing”. According to above conclusions，some suggestions are give as follows： 1. The evaluation indexes system can be applied as the base of self-daily check of junior high school. 2. The evaluation indexes system can be utilized as The evaluation indexes system can bethe junior high school teachers' annual assessment. 3. The application of evaluation indexes system must consider the viewpoints from different categories of teachers. 4. The evaluation indexes system can be used as the foundation of school-based evaluation plan. 5. The evaluation indexes system can be applied as the reference of teacher foster organization and on-job training curriculum design. 6. School masters should pay more attention on the demand of teachers' knowedge and ability about student counselling and instruction practicing 7. To cultivate the concepts and motions of the junior high school teachers' professional research ,learning share ,teamw.rk and community. 8. To enhance the research on teacher's evaluation system. 9. To keep on the research on the indexes of junior high school teachers’ evaluation . Key words：Hsinchu county，Junior high school teacher，Teacher evaluation index. II

論文摘要 本研究旨在：一、探究教師評鑑之相關理論與實施現況；二、探討國中教師對實施學校本位形成性教師評鑑之看法；三、根據研究結果，提出結論與建議，以供相關機關與人員之參考。為達上述目的，本研究採文獻分析、問卷調查以及內容分析等三種研究方法。問卷調查法以自編之「國中教師對學校本位形成性教師評鑑看法之研究---以桃園縣為例」為研究工具，研究對象以分層隨機抽樣方式抽取桃園縣33所公立國民中學，總計發出樣本505份，共計回收427份，問卷回收率達84.55﹪。所得之資料以百分比、次數、卡方考驗等統計方法加以分析。 根據問卷調查結果，獲致以下結論： 一、性別、年齡、職務類別、學歷、年資、學校規模、學校地點、組織成員等變項在學校本位形成性教師評鑑主要目的看法同意度上達到顯著差異水準。 二、性別、年齡、職務類別、年資、學校規模、學校地點、組織成員等變項在理想的教師評鑑者所須具備的條件看法同意度上達到顯著差異水準。 三、性別、學歷、年資、學校地點、學校規模、組織成員等變項在透過教師評鑑希望獲得之知能中達到顯著差異水準。 四、性別、學歷、年資、學校地點等變項在學校本位形成性教師評鑑實施步驟意見上達到顯著差異水準。 五、學校地點變項在學校本位形成性教師評鑑所應具有的主要措施上達到顯著差異水準。 六、性別、職務類別、學歷、年資、學校規模、學校地點、組織成員等變項在學校本位形成性教師評鑑實施能提升專業知能的助益上達到顯著差異水準。 關鍵字：學校本位、形成性教師評鑑 / Abstract The purpose of this study was: 1. to explore related theories and current situation of implementing evaluation of teachers on school-based, 2. discuss the views from junior high school teachers on formative evaluation of teachers on school-based and present conclusion ,3. and recommendations according to the results of research to provide reference for related authorities and officials. To achieve above-mentioned goal, the research adopted literature analysis, questionnaire survey and content analysis as research methods. In the questionnaire survey, the researchers used self-edited “The Study on the Views of Junior High School Teachers on Formative Evaluation of Teachers on School-based—Taking the Junior High School Teachers in Taoyuan County as Example” as research means. Regarding research targets, the researchers sent questionnaires to 505 teachers in 33 junior high schools in Taoyuan County who were picked up as samples by Stratified Random Sampling and total 427 questionnaires were answered and sent back. The rate of return is 84.55%. The data from these questionnaires were analyzed by statistic methods such as percentage, times and Chi-square Test. Following conclusions were obtained according to the results of questionnaire survey: 1. The agreement degrees of people’s population characteristics as sex, age, category of duty, education, seniority, size of school, geographical location, and organization members, the main purpose of formative evaluation of teachers on school-based have obvious differentials. 2. The agreement degrees of people’s population characteristics as sex, age, category of duty, seniority, size of school, geographical location, and organization member, the conditions and opinions of the ideal teacher evaluation members have obvious differentials. 3. The people’s population characteristics as sex, education, seniority, size of school, geographical location, and organization members, the knowledge and capabilities that teachers want to get have obvious differentials. 4. The people’s population characteristics as sex, education, seniority, and geographical location, the steps on the implementation of formative evaluation of teachers on school-based have obvious differentials. 5. The people’s population characteristics as geographical location, the main action on the implementation of formative evaluation of teachers on school-based have obvious differentials. 6. The agreement degrees of people’s population characteristics as sex, category of duty, education, seniority ,size of school, geographical location, and organization members, the enhancememt of teacher’s growth of specialty of formative evaluation of teachers on school-based have obvious differentials Keywords：school-based management, formative evaluation of teachers

本研究主要目的在探討教師分級制度的理論基礎，分析國外實施教師分級制度的基本狀況；以臺北縣國中教師為調查與訪談對象，分析國中教師對於教師分級內容及影響等相關問題的看法，根據研究結果與結論，提出具體建議，以作為教育行政機關、學校、教師及未來研究的參考。 　　本研究主要係採文獻分析、問卷調查方式進行，其中文獻分析旨在探討的教師分級意義與影響，動機理論及相關研究等，以作為本研究設計之理論基礎，而問卷調查及實施程序針對台北縣七十三所公立國中八十九學年度之合格在職教師為研究對象，採取立意抽樣方式，每校抽取12名，共計發出876份問卷，回收753份，回收率86%，回收可用問卷636份，回收可用率84.5%。問卷的處理採用SPSS 8.0 for Windows套裝統計軟體，進行百分比、平均數、標準差、單因子變異數分析、Scheffe、Tamhane's T2法進行事後檢定及卡方考驗等統計分析。 　　本研究依據文獻分析、問卷調查與訪談結果，針對研究問題，主要發現如下： 　　一、臺北縣國民中學教師對教師分級制度表示同意及非常同意的人數達64.9%。 　　二、大多數臺北縣國民中學教師支持本研究所描述之教師分級制度內容。 　　　超過五成以上支持以歷年考績、在職進修學分、學歷、經歷（導師、組長、主任）、教學服務年資、著作發表、教師專業成長檔案為晉級條件。 　　　晉級年限以每晉一級以五年為最高（30.3%）。 　　　超過五成以上支持各職級教師之工作規劃內容，高低依序為「教師職級高者應負擔指導新進實習教師工作（89%）」、「教師職級高者應擔任學校本位課程發展規劃工作（79.6%）」、「負擔教學輔導與演示的工作（72.4%）」、「負擔較多的教學研究工作（69.9%）」、「負擔學校教師的升級評鑑工作（68.9%）」、「教師職級高者授課時數應比教師職級低者少（59.2%）」。 　　　各職級稱呼以「初級、中堅、專家、顧問教師」的同意情形最高（45.4%）。 　　　學校層級之晉級審查委員會成員的支持程度人數超過五成以上，高低依序為考核委員（教評會委員）（78.3%）、學科（各領域）召集人（78%）、校長（71%）、學校行政人員（60.2%）。 　　三、臺北縣國民中學教師對教師分級制度影響的看法，各構面的支持程度普遍偏高。 　　　對實施教師分級制度可能產生的十個問題中，有九個問題同意程度超過五成以上，高低依序為評鑑程序及公平性（84.6%）、晉級審查委員會成員資格（80.2%）、學生學習成果難以評鑑的問題（80%）、晉級年限合理性問題（76%）、造成階級鬥爭，容易產生標籤作用（75.5%）、教師彼此競爭、影響校園合諧（63.1%）、無法解決不適任教師問題（61.3%）、家長及社區人士對教師層級的評價（55.9）。其中同意程度最低的問題為「獎勵方式不足以引起教師晉級動機」，顯示實施教師分級制度中有關的獎勵方式對台北縣國中教師而言並非主要關注的議題。 　　四、臺北縣國民中學教師背景變項，對教師分級制度內容的看法 　　　在「為建立教師專業發展體系，實施教師分級制度」之同意情形： 　　　性別方面，男性教師高於女性教師。 　　　年齡方面，29歲以下教師高於30至49歲年齡層之教師。 　　　服務地區方面，縣轄市教師高於鄉鎮地區之教師。 　　　學校規模方面，61班以上大型學校教師高於12班以下小型學校之教師。 　　五、臺北縣國民中學教師背景變項，對教師分級制度影響的看法 　　　在「教師分級制度可增進教學願意，達成教學目標」之同意情形，在服務年資方面，年資為1~5年教師高於16年以上教師。 　　　「教師分級制度有助於教師獲得學生、家長、同仁及社會的讚賞」之同意情形在性別方面，男性教師高於女性教師。 　　　「教師分級制度可增進教學願意，達成教學目標」及「有助於教師獲得學生、家長、同仁及社會的讚賞」之同意情形在學校規模方面，61班以上大型學校高於13－60班學校之教師。 　　　「教師分級制度可檢核教師能力，提昇教師工作效能」之同意情形在學校規模方面，61班以上大型學校教師高於13~60班及12班以下小型學校之教師。

本研究主要目的有五：一、釐清大學教師的角色與任務；二、探討教師資格審查制度在大學的定位與規準；三、剖析國外大學教師資格審查制度概況；四、探究國內大學教師資格審查制度現況；五、對大學及主管教育行政機關提供未來改進之建議。本研究採文獻分析（literature review）、文件分析（document analysis）及半結構式訪談（semistructured interview），期望能藉由對大學教師資格審查之理論面與實務面的分析來達到上述目的。 本研究重要發現有八： 一、大學的理念與功能的轉變影響大學生態與制度運作。 二、教師的角色與任務的改變影響教師資格審查制度之內涵。 三、學術自由與大學自主的理念有助於釐清政府、大學與教師之關係。 四、教育評鑑概念有利於探究教師資格審查制度的定位。 五、理想的教師資格審查制度至少包括自主性、適切性、精確性、效用性及回應性等五項規準。 六、主要國家或地區教師資格審查制度受其歷史、文化背景及高等教育環境不同而有差異。 七、從整體性角度來看我國大學教師資格審查制度仍有改進空間。例如政府在制度規劃層面的彈性仍嫌不足、學校在執行層面仍欠缺多元性及多樣性。 八、從校際角度來看大學因其背景因素如定位、設校理念、校務發展、特殊學風及競爭優勢等不同，在延聘教師及教師資格審查制度上有相當差異。 本研究之主要結論有： 一、 教師資格審查制度的理念分析方面 （一） 回歸大學主體性。 （二） 全面關照教師整體表現。 （三） 尊重大學內部事務運作。 （四） 建立多元評量及回饋機制。 （五） 教師資格之審查應符合理想的評鑑規準。 二、主要國家或地區教師資格審查制度所得到的啟示方面 （一）教師資格審查制度宜考量歷史文化因素。 （二）教師聘期規劃宜符合世界潮流。 （三）教師資格條件宜力求嚴謹。 （四）學術倫理及責任宜加速強化。 三、目前國內大學教師資格審查制度所面臨的整體性問題方面 （一） 政府與大學的關係宜再調整。 （二） 政府宜明確區隔大學、技術校院及專科學校的差異性。 （三） 大學內部教師評鑑制度及文化宜速建立。 （四） 大學外部衝擊應妥善因應。 四、目前國內大學教師資格審查制度在校際間之差異方面 （一）政府在制度規劃時應兼顧國、私立大學屬性差異。 （二）大學在執行層面應考量特色以創新思維突破限制。 本研究的建議如下： 一、對主管教育行政機關的建議 （一） 政府應持續調整對大學的角色並加速鬆綁。 （二） 政府應區分大學校院與技專校院送審機制，取消發放教師證書制度。 二、對一般大學校院的建議 （一） 大學應儘速建立完整的教師評鑑制度。 （二） 大學應儘速發展學術自律及倫理規範。 （三） 大學應加強學校定位與選聘教師的連結以建立特色。 （四） 大學應活化並創新教師資格審查機制。 / There are five main purposes in this dissertation: 1.to clarify the roles and tasks of faculty of universities; 2.to investigate the principles and standards of the faculty qualification assessment process in the universities; 3.to examine the assessment process in other countries; 4.to analyze the current situations of the assessment process in Taiwan; 5.to provide suggestions for future improvement to the universities and the Ministry of Education. This research contains literature review, document analysis, and semi-structured interviews in order to achieve the five aims mentioned above through both theoretical and practical analysis of the assessment process for faculty qualification. The important research findings include the following: 1.The change of concepts and functions of university has influenced the school culture and the way the system operates. 2.The change of faculty roles and tasks has affected the substance of the faculty qualification assessment process. 3.The ideas of academic freedom and university autonomy have helped to clarify the relations among the government, the university and the faculty. 4.The concept of educational evaluation contributes to the investigation of right position for the faculty qualification assessment process. 5.The ideal faculty qualification assessment process should carry at least five standards: independence, propriety, accuracy, effectiveness, and responsiveness standards. 6.The faculty qualification assessment processes in the main countries and areas are different because of their histories, cultures, and environment of higher education. 7.From a comprehensive perspective, the faculty qualification assessment process in Taiwan still need to improve. For instance, the government is not flexible enough in terms of the planning of systems; the school lacks of variety and diversity in terms of implications. 8.Analyzing the recruitment processes and the faculty qualification assessment processes in various universities, the differences are determined by some background factors such as the school's position, educational ideas, development of school affairs, school culture and style, competition advantages, etc. The main conclusions of this dissertation are as follows: 1.Analyzed from the concepts of the faculty qualification assessment process: （1）Return to the autonomy of the university. （2）Take the comprehensive performance of the faculty into account. （3）Respect the operations of affairs inside the university. （4）Build a system of varied evaluations and feedbacks. （5）The assessment of the faculty qualification must accord with proper standards of evaluation. 2.Analyzed from the faculty qualification assessment processes in other countries: （1）The faculty qualification assessment process should consider the factors of history and culture. （2）The regulations for the terms of the faculty should keep with the world stream. （3）The qualification of the faculty should be well-regulated and strict. （4）The ethics and responsibilities of scholarship should be enforced faster. 3.The general problems of the faculty qualification assessment process in Taiwan: （1）The relation between the government and the university needs to readjust. （2）The government should make clear the differences between universities, colleges of technology, and vocational junior colleges. （3）Universities should accelerate to build the teacher evaluation system inside the school. （4）Universities should react properly to strikes from outside the school. 4.The differences of the faculty qualification assessment process between schools: （1）As setting the regulations, the government should consider the basic differences between national and private universities. （2）As implementing the process, each university should consider its specialty and style so as to be creative and not confined. The suggestions this research makes include: 1.Suggestions to the Ministry of Education: （1）The government should keep adjusting the role it plays in relation to the university and accelerate to pass its power to the later. （2）The government should differentiate the assessment process for universities' teachers from the one for vocational colleges' teachers and abolish the teacher certificate system. 2.Suggestions to the universities: （1）Universities should create a complete procedure for evaluating their faculty. （2）Universities should develop the self-disciplines and ethics of scholarship. （3）Universities should make more efforts on connecting the school specialties to teacher recruitment in order to create their own reputations. （4）Universities should vitalize and recreate the process of the faculty qualification assessment.

本研究旨在建構我國大學教師評鑑指標，以供大學做為教師續聘和升等之參考。研究方法部分，先以文獻分析歸納出我國大學教師之三大角色構面和47項教師評鑑指標，並以專家問卷和模糊德菲術問卷進行指標的刪修和確定。接著以多元度量法和集群分析的方式整合大學教師對指標的分類，以建構評鑑構面，並利用模糊德菲術整合大學教師對指標重要性之看法，最後以歸一化之方式求得各構面以及各項指標權重，完成我國大學教師評鑑指標系統。根據研究之結果與分析，歸納主要結論如下： 一、本研究確立我國大學教師評鑑指標，為三大構面共34項指標。指標三大構面依權重高低依序為：研究構面（41%）、教學構面（35%）、服務構面（24%）。 二、大學教師評鑑之服務構面底下分為三個次構面，分別為專業性服務、一般性服務、學生指導。 三、研究構面之下權重最重的指標依次為：1-1.在原創性研究上獲得之榮譽或獎勵（佔7.78%）；1-2.在有外審制度之期刊發表論文（佔4.64%）；1-3.學術影響力（佔4.53％）。 四、教學構面下，2-1.教學內容的品質與適切性（佔3.54%）；2-2.優良教師獲獎（佔3.41%）；2-3.教學方法（佔3.14%）。 五、服務構面權重最重的指標為學生指導此一次構面下的指標3-10.指導碩士學位和博士學位學生論文（佔2.25%）權重最重，其次為專業性服務此一次構面下的指標3-1擔任專業期刊的主編或審查委員（佔2.14%）。 　　本研究依研究結果提出以下建議： 　　一、對高等教育主管機關之建議。 　　二、對大學教師之建議。 三、對未來研究之建議。 / The purpose of this study is to construct the Taiwan university faculty evaluation indicators which aim for faculty tenure and promotion. As for research methods, by means of literature review, 47 indicators within 3 main dimensions had been organized as a raw model of Taiwan university faculty evaluation indicators based on which the Fuzzy Delphi questionnaire was developed and the survey was conducted with the sample of higher education experts. Symmetric triangular fuzzy number then was used to analyze experts’ opinion on the importance of each indicator and to help indicator selection. At the next stage, we conduct a concept mapping questionnaire to collect faculty’s opinion about how many dimensions those indicators belong, and use cluster analysis to construct the dimensions of faculty evaluation. Then, we normalize symmetric triangular fuzzy number’s total score to determine the weight of each dimensions and indicators; accordingly, the Taiwan university faculty evaluation indicator system was constructed. The main conclusions are as follows: 1.Taiwan university faculty evaluation indicator system consists of 3 dimensions and 34 indicators in total. The 3 dimensions are: research (accounts for 41%), teaching (35%), and service (24%). 2.The dimension of service consists of 3 sub-dimensions, which are professional service, general service, and student counsel. 3.In the dimension of research, the indicator of honor on original research accounts for the most part (7.78%), and then the indicator of writing papers in reviewed journals accounts for 4.64%. 4.In the dimension of teaching, the indicator of the quality of teaching content accounts the most (3.54%), and the indicator of teaching awards accounts for 3.41%. 5.In the dimension of service, the indicator of advising masters’ and doctors’ theses accounts the most (2.25), and the indicator of serving as an editor or reviewer of professional journals accounts for 2.14%. According to the conclusions, some suggestions had been proposed： 　　1. suggestions for higher education administrators 　　2. suggestions for faculty members 　　3. suggestions for further study.

自Zadeh(1965)提出模糊集合論，將集合論之二值邏輯擴充至多值邏輯後，使得集合論更為完善，能更精確地描述實際問題之特性。由於教師評鑑的規準建構與測量方法皆深具模糊性，因此有必要針對評鑑問題之模糊特性，選擇適當之模糊理論。本研究以模糊德菲法以整合專家意見以建構評鑑指標，續以模糊層級分析法計算各指標間的相對權重。教師評鑑除考量量化指標外，由於質化指標常以語意詞句(linguistic terms)表達，故採取Chen和Hwang (1992)所提之轉換法將模糊評語集轉換為明確得點值(crisp score)。並利用模糊綜合評估以從事實際教師評鑑之結果分析，其中涉及不同運算算子間的差異比較。 本研究結果發現：教師評鑑指標體系包括教師評鑑指標共可區分為九大類主指標四十一項次指標。其主指標分別為「專業知識」、「教學準備能力」、「教學策略與實施能力」、「教學評量能力」、「運用教學資源能力」、「班級經營能力」、「專業責任」、「校務參與及服務績效」與「人際溝通能力」等九類；「專業知識類」次指標包括「任教科目的專門知識（含提供完整的知識架構）」、「教學方法的專業知識（含清楚教導概念）」、「課程與教材方面的知識（包括清楚目前的學習內容與先前的學習內容及未來的學習內容之間的關連）」、「教學情境的專業知識」、「輔導方面的知識（包括了解學生的心理）」與「學習與發展方面的知識（包括精熟學生背景知識和經驗）」等六項，「教學準備能力類」次指標包括「訂定教學計畫，妥善準備教具」、「根據學生學習需求及課程標準，訂定適合的教學目標」等兩項，「教學策略與實施能力類」次指標包括「教導認知、情意及動作技能的學習與遷移」、「教材展示精確又清楚」、「運用適當教學方法的技巧」、「對教學內容的解釋、舉例之能力」、「教學內容組織能力」、「引起並維持學生的學習動機與注意力」、「教學表達能力」、「傾聽兒童說話的技巧」、「促使學生延展其思考」等九項，「教學評量能力類」次指標包括「評量兒童表現並提供回饋與指導」、「根據評量結果改進教學歷程」、「適時而正確地評估學生進步情形」等三項，「運用教學資源能力類」次指標包括「妥善佈置教學環境」、「運用多樣教學資源」等兩項，「班級經營能力類」包括「輔導學生的能力（包括輔導學生因學業及日常生活所產生的困擾）」、「指導學生遵守生活常規，養成良好行為習慣」、「教室管理的技巧（包括建立愉快的班級氣氛、建立教室常規和程序）」、「有效運用獎懲手段」、「訂定適切的班級規範」與「創造適當的學習環境」等六項，「專業責任類」次指標包括「關懷與瞭解學生」、「工作勤惰」、「教學認真」、「教育信念」、「研究進修」與「敬業精神」等六項，「校務參與及服務績效類」次指標包括「主動積極協助校務推展」、「配合學校行政詳建各項學生檔案」、「對學校活動積極參與」等三項，「人際溝通能力類」包括「同儕教師溝通交流分享互動之能力」、「和家長保持溝通互動以維持良好的親師關係」、「建立和維持師生關係」、「教師能公平、公正地對待全部學生」等四項，合計四十一項次指標。 / Since Zadeh(1965) proposed the fuzzy sets theorem and further developed the theorem from　two-value logic to continues multi-value logic, the assembly theorem had become more completed and was capable of depicting the characteristics of real problem more specifically. Because the standard structure and measuring method of teacher appraisal are both ambiguous, it is necessary to adopt an suitable fuzzy theorem for this ambiguous characteristic of teacher appraisal. The study incorporated the opinions of specialists into structural evaluation indicator based upon Fuzzy Delphi and further calculated the relative weights among each indicator by Fuzzy Analytic Hierarchy Process. The teacher appraisal not only need to quantify the indicator but also to qualify them using linguistic terms to express. Therefore, the study adopted the Chen-Hwang (1992) transfer method to transform the ambiguous evaluation terms into specific crisp scores and used the composite of fuzzy evaluation to engage the analysis of real teacher appraisal involving differentiated comparison among individual operants. The outcomes of the study demonstrated that the indicator system of teacher appraisal including teacher appraisal indicator consist of 9 major indicator and 41 minor indicator. The 9 major indicator were professional knowledge, capability of teaching preparation, teaching strategy and implementation ability, capability of teaching assessment , capability of employing teaching resource, capability of class management, professional duty, involvement of school managing and service achievement, and capability of interpersonal communication. The 6 sub-indicator in the professional knowledge category includes professional knowledge of the specific discipline with a comprehensive knowledge structure, professional knowledge of teaching methods included a lucid teaching concept, professional knowledge of class and teaching material included understanding of the connection between the current and future learning contents. professional knowledge of teaching situations, professional knowledge of consulting included understanding of student psychology and professional knowledge of learning and developing included awareness of student background knowledge and experiences. There were two sub-indicator in the capability of teaching preparation (making a teaching agenda and preparing teaching tools, and planing a proper teaching goal based upon student learning need and class standard. The 9 sub-indicator in the teaching strategy and implementation ability were, understanding of guidance and learning and transferring of mental and physical skills, demonstration of teaching material precisely and clearly, employment of proper teaching skills, the interpretation of teaching contents and exemplification faculty, ability to organize teaching contents, inspire and maintain learning motivation and attention of student, faculty of teaching expression, listening skills concerning the child talk, and stimulate the extension of student thinking. The 3 sub-indicator in capability of teaching evaluation were, evaluation of child perfor-mance in order to render guidance and feedback, rescheduling the teaching agenda according to the evaluation outcomes, and accurately and timely evaluating student progression . The capability of employing teaching resource category consisted of implementing teaching environment congruently and adopting diversified teaching resources. The 6 sub-indicator in capability of class management were faculty of student guidance (consulting the student problems causing by class-learning and everyday activities), lead students to fellow the normal rules and to keep righteous behavior habits, class room managing skills ( establish an amicable classroom atermosphere and the classroom guidelines and procedures), proper employing award/ punish system, making the proper classroom paradigm, and create suitable learning environment. The 6 subindicator in professional duty were concerning and understanding students, working habits, teaching sincerity, teaching believe, advancing research, reverence to occupation, The 3 subin-dicator in involvement of school administration and service achievement were, actively assisting the school administration to implement, cooperating the school administration to establish the student records, actively engaging the school activities. The capability of interpersonal communication category composed of 4 subindicator, capability of communicating and interacting with teaching colleagues, capability of communicating and interacting with student parents and maintain a good teacher-parent relationship, establishing and keeping the teacher-student relationship, treating all student with equality and fairness. The grand total of sub-indicator were 41.