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

隨著國內社會變遷，人口結構改變，當失能老人家庭成員無法照顧或根本没有家人可以照顧時，提供可近性之社區型機構式照顧之小型養護機構就應運而生。台北市小型養護機構從未立案時期蓬勃發展，至民國86年「老人福利法」修正，政府開始透過法制化將小型養護機構管理制度化後，機構數從立案初期民國90年之203家降至98年6月之154家。依據內政部社會司民國98年6月統計資料顯示，全國養護機構養護床位平均進住率為73.84%，台北市則為82.37%；98年6月全國老年人口比率為10.52%，而台北市老人人口比率則已達12.43%，顯見台北市老人人口增加比率高於全國比率，且其養護機構占床率亦高於全國平均值。依上述數據合理推估，台北市老人對於養護機構需求應遠大於其他縣市，但統計資料卻顯示台北市養護機構卻逐年遞減。當機構負責人不斷反應，政府政策造成台北市機構經營困境。本研究想瞭解政府對小型養護機構管理政策在不同階段有何變演？進一步探討政策演變過程，對小型養護機構發展產生何種影響？再者探究除政府政策外，尚有那些因素會影響小型養護機構發展？ 本研究在著手進行文獻探討時，發現與台北市小型養護機構政策演變有關時間點，可以依時間序列分為五個階段；第一階段：民國80年以前，完全没有政策規範機構之政策空窗期；第二階段：民國80年至86年，台北市政府頒布「台北市私立老人養護所設置管理辦法」開始規範台北市小型養護機構之政策蘊釀期；第三階段：民國86年至88年，「老人福利法」修正後小型養護機構即將開始法制化規範之政策緩衝期；第四階段：民國88年至96年，小型養護機構邁入正式法制化管理之政策完備期；第五階段：民國96年以後，「老人福利法」再次修正之政策變革期。研究者再依據此五個時間階段，深度訪談機構負責人、地方政府及中央政府政策制訂者、學者專家，瞭解每一階段政府政策演變對小型養護機構發展有何影響。 研究發現，政策空窗期，小型養護機構不需立案、政府無法可管，機構自主性最高可以隨意發展；政策蘊釀期，台北市雖擬以地方法規規範小型養護機構，但因為没有罰則及強制力，機構配合度不高，政府政策對機構缺少制約力；政策緩衝期，老人福利法及子法已經修正通過，小型養護機構面對公權力即將強力規範，仍試圖抗爭以拖延政府管制時間，此階段機構與政府之間關係充滿衝突；政策完備期，政府對於小型養護機構從立案、評鑑、督導等各項法制完備，小型養護機構自主性大幅降低，發展意願也逐漸降低；政策變革期，老人福利法經10 年後再次修正，機構自主性再次限縮，許多理想性修法結果，尤其硬體設備部分對於屬都會型之台北市小型養護機構產生配合困難。本研究同時發現，對小型養護機構之管理政策，中央政府透過法制規範全力主導，地方政府自主性也相對降低，也就是政策完備期開始，影響小型養護機構發展之政策主要在於中央政府之法規。 本研究依據訪談結果，剖析後分別對相關人員提出建議如下，對政策制訂者：應正視台北市小型養護機構減少趨勢規劃因應策略、對於評鑑制度應檢討修正評鑑指標去蕪存菁、規劃小型養護機構專業分級制度、適時修正與小型養護機構發展扞挌之法令規章；對小型養護機構建議：關心政策對小型養護機構發展之影響、運用創新思維營造小型養護機構獨特競爭力、加強小型養護機構組成協會之整合資源能力、加強小型養護機構正面功能宣導；社會大眾則建議利用評鑑指標共同監督機構服務品質。 / With the change of the domestic society as well as the population structure, the small community nursing centers have been established as many family members or even no one can take care of the disabled elderly person. The development of the small nursing center was raised in the unregistered period. Since 1997, the “Senior Citizen Welfare Act” was revised and the government started to systematically manage the small nursing centers by regulations. As a result, the number of the nursing center decreased from 203 in 2001 to 154 in 2009. According to the statistic of the Department of Social Affairs in June 2009, the accommodating rate of the nursing bed of all nursing centers in Taiwan is 73.84% and 82.37% in Taipei City. In June 2009, the ratio of the senior population is 10.52% in Taiwan and 12.43% in Taipei City. It indicates that the proportion of the senior citizens in Taipei is greater than the national proportion. In addition, the accommodating rate of the nursing bed in Taipei is also greater than the average number of the country. Based on the above reasonable estimations, the demand for the nursing centers in Taipei City is greater than other cities and counties. However, the statistic shows that the number of the nursing center in Taipei gradually decreases. When the owners of the nursing centers in Taipei continuously emphasizing the government policy has created barriers to manage the nursing centers in Taipei City, this study aims to study how the government policy changes in each stage, and discuss how the policy change procedure and the remaining factors affect the development of the nursing centers. This research found that the development period of the small nursing center in Taipei City can be divided into 5 stages according to the time order; the first stage(vacancy period): before 1991, there was no policy to regulate the nursing centers; the second stage(preparation period): from 1991 to 1997, Taipei City Government announced the “Private Elderly Nursing Center Establishment Steps of Taipei City” and started to regulate the small nursing centers in Taipei City; the third stage(initial period): from 1997 to 1999, the small nursing centers started to be regulated after the “Senior Citizen Welfare Act” has been revised; the fourth stage(completion period): from 1999 to 2007,the small nursing centers were officially regulated by the acts; the fifth stage(reform period), after 1997, the “Senior Citizen Welfare Act” was once again amended. The researcher conducts several in-dept interviews of the owners of the nursing centers, local and central government policy makers, scholars and professionals of each stage to understand how the government policy affects the development of the small nursing center in each stage. In the completion period, the government has set up a complete system from registration, evaluation to supervision. As a matter of act, the independence of the small nursing centers significantly decreased which has resulted in a decrease of their willingness for development. During the reform period, the Senior Citizen Welfare Act was revised again after 10 years. The independence of the organizations was once again restricted. Many small nursing centers in Taipei City have had difficulties to cooperate with the ideal revised results such as the hardware facility. This study also found that the central government fully controlled the small nursing centers through the management policies while the local government started to lose the power of control. In the beginning of the completion period, the central government regulation was the key to affect the development of the small nursing centers. It is found that the registration was not required for the small nursing center in the vacancy period. The organizations were highly independent and could develop according to their interests. In the preparation stage, Taipei City has drafted the local regulations to regulate the small nursing center but the centers were not willing to cooperate due to the lack of penalty and government power over the restriction. In the initial period, although the Senior Citizen Welfare Act has been revised, the nursing centers still attempted to extend the government’s restriction. There were a lot of conflicts between the government and the nursing centers in this stage. Based on the interview results, this study provides the following recommendations to the related personnel after the analysis. To the policy makers: it is necessary to plan the strategies to cope with the decreasing trend of the small nursing center in Taipei City, review the evaluation system, revise the evaluation index, plan the professional classification of the small nursing centers and appropriately amend the regulations for the development of the small nursing center. To the small nursing centers: they should concern about the impact on the development of the small nursing centers, apply new thinking to create the competitive advantage, and improve the resource integration ability of the small nursing center association and the positive promotion of the small nursing center. It is recommended that the public should monitor the service quality of the organization based on the evaluation index. Keywords: small nursing center, evaluation system, senior citizen welfare

1980年代起學術研究開始出現大量趨向市場化的現象，各國政府為了因應市場化的趨勢及維持國際競爭力，高等教育場域開始採用各種宣稱客觀的量化評量表，作為衡量辦學績效的指標，影響所及除了大學經營與學生之外，以學術研究與教學為業的大學教師更是首當其衝。在政府及學術領導階層針對整個學術界積極設立各種規章、加強各類學術評鑑的此刻，身為主管機關代理人的學校當局會採用何種方式貫徹上層的政策理念，而作為最受評鑑制度直接影響的當事人，大學教師面對來自校方的管理機制又將如何因應？我希望藉由勞動過程的理論脈絡，進一步理解校方與教師之間的互動。 研究發現，校方在升等制度、績效評量甚至是各式獎勵辦法都偏重以研究項目為評鑑重點，為了促進教師投入研究工作，無論直接明訂研究部分佔評量標準的較高比例，或表面上降低教師授課時數、減少教學負擔，實則與升等掛勾，間接回歸到對研究工作的要求，都是學校當局為了服膺主管機關要求、確保獲取經費的手段。而在教師的因應方面，教學與服務二個項目並無太大差異，包括新進教師需負擔額外課程的現象或是參與服務活動的狀況，在各學院間都頗為一致，同時這二種工作內容也都較不受評鑑制度左右，亦即教師不太會因為評鑑因素而改變教學、服務的質量。唯獨在研究方面，由於該項目在評鑑體系中最具關鍵角色，因此可以清楚地看到教師們不僅拚命學習投稿技巧，更會不時地使用各種偷吃步來增加論文產量，其用心之積極可見一斑。 此外，針對評鑑制度的實施，教師們展現出抵抗與順從二種反應，表面上順從是多數教師服膺的態度，但我認為抵抗才是真正促使教師形成「同意」的關鍵。所謂順從，無論是曖昧的「欲拒還迎」或毫不掩飾的「坦然以對」，都是教師們主動依循評鑑制度的運作，S/SCI、TSSCI等標準只是在現階段被視為獲得更高職位與報酬的重要條件。而抵抗層面，無論是透過正式管道的「要求取消」或非正式管道的「不予理會」，抗拒的也是校方尊崇特定標準的態度，而非制度本身。抵抗只是調整或消除某些重要條件，並未改變遊戲規則（評鑑制度）的本質，教師們運用擅長或偏好的學術標準與形式反而更容易進行學術產出，而這個過程也再次強化評鑑制度存在的正當性，說穿了仍是一種符合校方預期的利益結果。 最後的疑問在於，大學教師作為一種自主性極強的教育人員，其專業自律的程度應該高於一般勞動者，即使沒有外部的考核機制，應該也能像醫師、律師等其他專業勞動者一樣形成類似自律公約的工作規範，然而我們看到的是教師們接納了這套由官方推行而來的評鑑制度，這種作為算不算對專業自律的否定？我認為答案不盡悲觀。或許既有的評鑑制度有其缺失之處，但因為現階段並未有具體的自律公約，一旦出現不適任教師時若無任何規律措施，除了可能影響學生受教權益，也會對其他教師造成不良影響。因此，評鑑制度在這種時刻扮演的他律角色正好補足校園裡應有的自律缺口，從這個角度來看也是一種評鑑制度正當性的再強化。

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。

群眾智慧最大的優點在於：即使不是高層人員，也能夠很有貢獻。一群擁有不同問題處理能力的人，大家共同集思廣益，就能發揮出比聰明的人更優秀的表現，可見多元性比才智來得更重要。創意的開發和評鑑兩者是相輔相成的，一個創意要成功，除了本身是優良的提案之外，評鑑創意的過程也必須準確，讓好的想法更容易突顯、被看見且得到資助，創意市場即開闢了一個嶄新的途徑。 本研究主要目的在於建立一個結合創意開發和創意評鑑兩階段，可以互動交流的「創意市場」平台，讓參與者在匿名的平等討論環境下，自願性地投入個人想法、資訊，並有效將訊息加以彙整聚集。在創意市場中公開發布創意內容，企圖激發學習效果，以虛擬貨幣交易買賣，進行篩選及評鑑作業，評估創意之優劣。同時提供獎勵誘因，鼓勵更多元、新穎的想法，提升參與交易評鑑之意願和洞察能力，以優化評鑑結果。發揮集體智慧功用，幫助國家、公司企業等單位了解目前的趨勢動態，共同面對未來不確定性、複雜多變的情境，有效開發新商品、服務以及未來發展之方針。 本研究主要根據政大與國寶人壽之產學合作計畫，從旁觀察記錄並透過量化的方式，分析市場平台交易數據和問卷結果，發掘創意市場在新產品和策略開發上之成效表現。結果證實，提供獎勵誘因和匿名機制有助於提升參與者之意願，並激發學習效果。創意市場比公司既有決策產生數量更豐富、內容多元性的創新想法。同時，與常見的遴選方式網路投票做比較，在評鑑之鑑別力和認同度上，創意市場的表現較佳。無論在可行性、創新性、預期效益等方面，創意市場產生結果獲得參與者正面評價，主管級人士亦認同創意市場工具，並認為值得推薦給其他企業或產業。

公務人員之訓練應逐步成為陞遷的必要條件，且與國家人才儲備密切配合，始得相得益彰，現行訓練種類多樣，惟部分信度與效度或似不足，難以達成訓練功效，切合機關用人需求。Kirkpatrick所提出的四層次訓練評鑑成效模型，是在評估中最廣為人知的理論，而「評鑑中心」符合其中「行為層次」評鑑所要求的「測量受訓者將所學運用到實際工作的程度」，且鑒於其重要構面「核心職能」的養成，實為近年來我國人事人員培訓之重點。故將本研究聚焦於「評鑑中心」與「核心職能」二大區塊，並以2011年度「科長級人事人員研習班」為個案研究對象。 本研究旨在探討人事人員訓練與陞遷結合問題，而公務人員陞遷法已明文列舉訓練應為陞遷之評比項目，又現行實務運作上，得以陞任評分標準表呈現。所以，本研究首先發現在「訓練」這個部分，絕大多數人事機構以參加學習時數折算成績，似無法直接反映某項能力，且受訪者咸認為該項目是不重要並會影響業務之推動，導致占陞遷配分比例過低，推究其原因是對於目前訓練成效的質疑。建議目前以透過調整評比內容為優先考量，未來則可統一規劃人事人員陞任評分標準表，以達具信度與效度之訓練成果。 其次，在瞭解研究對象對於導入多元評鑑發展人事職能之認同度方面，主要發現對於中階主管而言，訓期的長短與型態，是相當重要的，分散式訓練著重課程規劃，集中式則要落實職務代理。此外，訓練之目的應為提昇人事人員素質，增進行政效能，尤其若要與陞遷結合，為避免浪費訓練資源或流於形式，應先區隔受訓者之業務屬性、適時回饋並建立追蹤機制。 最後，因目前人事人員職務的晉陞，一方面並未強制規定陞任人員必須經歷何種訓練，另一方面，因不重視訓練，以至於與陞遷未能有效結合。建議落實訓練與陞遷結合於相關法規的修訂，且考量以職能為導向的評鑑訓練儼然已是趨勢，未來應全面啟動以核心職能為基礎之評鑑中心，並將結果導入人事人員陞任評分標準表。

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.

有鑑於高等教育評鑑中的課程評鑑混入行政評鑑、教學評鑑或是研究評鑑中，忽視課程評鑑的實際。從學習者被提供的課程選擇機會、以及從系所有意規劃的學習內容來看，實際開課科目是課程整體中最具體、也最能被直接檢視的部分。故本研究試圖以大學院校系所開課科目為研究重點，建構其課程評鑑指標，希望未來能有助於各系所檢視其實際開課的情況，進而做為開課科目課程評鑑的參考。 因此，本研究透過研究者文獻探析、小型專家座談、問卷調查法，彙整課程領域專家學者的意見，再經由研究者調整修改指標後，建構出本研究的大學院校系所開課科目課程評鑑指標。 本研究所建構出的大學院校系所實際開課科目課程評鑑指標共計十七條，除了作為各系所檢視與評鑑實際開課的參考，也提供未來相關研究在指標建構與課程評鑑研究的建議。 / Higher education evaluation is emphasis on administration evaluation, instruction evaluation or research evaluation, but ignores the curriculum evaluation on course offerings. Besides, from the opportunities of choosing courses by learners and from the point of view of courses planning, course offerings are the most substantial and can be examination directly from curriculum. Therefore, my research is focused on the course offerings in universities and to construct a curriculum evaluation indicator to help universities examine the effectiveness of the curriculum offered, in addition, to provide a comparison on evaluating the course offerings. In order to complete this research, the following methods were used: research literature review, small expert panel, the questionnaire survey, and compiling opinions from scholars and experts in the field course. The researcher then adjusted the index by combining the data collected to construct the indicators for the higher education curriculum evaluation. From this research at universities and colleges concerning curriculum evaluation, a total of seventeen indicators of curriculum evaluation were developed. These seventeen indicators not only can help universities examine the effectiveness of the curriculum offered, but also can help future educators plan their curriculum in an effective manner.

基於教育指標客觀而精簡的特性，本研究嘗試建立一套適合當前教育環境的「我國高級中學後設評鑑指標權重體系」。其方法首先經由文獻探討，分析國內外關於教育指標及後設評鑑的相關研究，並以此建立我國高級中學後設評鑑指標調查問卷初稿。再利用得懷術，結合專家學者智慧修正指標。最後則以臺灣區公、私立高級中學校長為對象寄發問卷，有效樣本123位，並以因素分析法計算後設評鑑指標權重。據此，本研究建構完成之「我國高級中學後設評鑑指標之權重體系」，其結果顯示： 一、「我國高級中學後設評鑑指標之權重體系」中，一級指標包括「評鑑規劃階段」，權重值.204、「評鑑設計階段」，權重值.226、「評鑑實施階段」，權重值.233、「評鑑結果階段」，權重值.220、「結果利用與檢討階段」，權重值.228。 二、一級指標中之「評鑑規劃階段」，下轄「評鑑目的」、「評鑑計畫」、「規劃人員」等三個二級指標，其權重值依序為.391、.402、.379，二級指標下共有11個三級後設評鑑指標，亦各有其權重。 三、一級指標中之「評鑑設計階段」，下轄「評鑑方式」、「評鑑表與評鑑標準」、「評鑑組織及人員」等三個二級指標，其權重值依序為.373、.378、.371，二級指標下共有12個三級後設評鑑指標，亦各有其權重。 四、一級指標中之「評鑑實施階段」，下轄「溝通與協調」、「評鑑資料蒐集方法」、「學校自評過程」、「訪視評鑑過程」等四個二級指標，其權重值依序為.286、.298、.280、.296，二級指標下共有17個三級後設評鑑指標，亦各有其權重。 五、一級指標中之「評鑑結果階段」，下轄「評鑑資料分析」、「評鑑報告」、「評鑑結果公佈」等三個二級指標，其權重值依序為.358、.362、.359，二級指標下共有13個三級後設評鑑指標，亦各有其權重。 六、一級指標中之「結果利用與檢討階段」，下轄「評鑑結果的利用」、「評鑑結果的檢討」等二個二級指標，其權重值皆為.523，二級指標下共有10個三級後設評鑑指標，亦各有其權重。 此外，本研究也針對得懷術及因素分析方法的運用進行分析與檢討，最後並針對實務應用及未來後續研究方向等提出具體的建議。 / The purpose of this study is to establish the meta-evaluation indicators and the weight system of senior-high school in Taiwan.First,we used document analysis to establish the primary scales of meta-evaluation indicators of senior-high school in Taiwan(M.E.I.S.T.).Then,we used the delphi technique to improve the primary scales.Finally, 123 principles of senior-high school in Taiwan were investigated, and we used factor analysis to calculate the weights of M.E.I.S.T.. The main conclusion of this study are as follows: (1)The first-order indicators of M.E.I.S.T. include “the stage of evaluation formulation”,” the stage of evaluation design”, “the stage of evaluation implementation”, “the stage of evaluation results”,“the stage of use and discussion of results”. The weights for each indicator is .204,.226,.233,.220,and.228. (2)There are 3 second-order indicators under“The stage of evaluation formulation”.They are “The evaluation purpose”, “The evaluation plan”, “The staff of planning”. The weights for each indicator is .391, .402, .379.There are 11 third-order indicators under them. (3) There are 3 second-order indicators under“The stage of evaluation design ”.They are “The evaluation ways”, “The evaluation scales and criterias ”, “The organizations and staff”. The weights for each indicator is .373, .378, .371. There are 12 third-order indicators under them. (4) There are 4 second-order indicators under“The stage of evaluation implementation”.They are “The communication and negotiation”,“The data collection”,“The self-evaluation process”, “ The external evaluation process”.The weights for each indicator is .286, . 298, .280, .296. There are 17 third-order indicators under them. (5) There are 3 second-order indicators under“The stage of evaluation results”.They are “The data analysis”, “The evaluation report ”,“The disclosure of results”. The weights for each indicator is .358, .362, .359. There are 13 third-order indicators under them. (6) There are 2 second-order indicators under“The stage of use and discussion of results.”.They are “The use of results ”, “The discussion of results ”. Both of the weights are .523. There are 10 third-order indicators under them. Besides,this study also discusses the implementation of delphi technique and factor analysis. At the end of the study also proposes some concrete suggestions for practical and further study.