[[alternative]]A Comparative Study of Teacher Evaluation Sysytem of Elementary and Junior High Schools between Taiwan and Singapore

[[abstract]] 本研究旨在藉由臺灣與新加坡教師評鑑制度之發展與現況的資料蒐集，進行兩國「教師評鑑發展背景」、「教師成長與進修」、「教師評鑑內涵」等向度的分析比較，探究臺灣與新加坡之間教師評鑑制度的差異及可能影響之因素，根據比較結果，提出策略性建議，期能供我國未來全面實施教師評鑑之參考。 本研究從教師評鑑的相關文獻、臺灣與新加坡教師評鑑發展與實施現況之比較研究中，歸納出以下結論：一、教師評鑑發展背景，臺灣、新加坡存在著明顯的差異。二、教師成長與進修，新加坡整合資源，重視教師人格特質，福利較優厚，政策較嚴謹。三、教師評鑑內涵，臺灣因無法源依據，顯得處處掣肘。四、教師評鑑結果運用，新加坡重視教學績效，臺灣意在促進專業成長。 根據上述之結論，對我國教師評鑑機制提出以下建議：一、儘快完成教師評鑑入法，減少社會疑慮，提高中小學教師專業形象。二、強化評鑑績效目的，制定退場機制獎優汰劣，完備評鑑作用。三、計畫、執行、考核綿密評鑑過程，設定教師評鑑過程是一持續性的過程。四、實施教師分級制度，分級制訂相對應的評鑑規準與評鑑方式。五、重視專業績效的在職進修，整合資源，妥善福利配套措施。[[abstract]] This study aims to compare Taiwan’s and Singapore’s teacher evaluation systems and conduct the comparative analysis of dimensions like “developmental background of teacher evaluation”, “teachers’ growth and further education” and “connotation of teacher evaluation” of the two countries through collecting the materials related to the development and current status of both countries’ evaluation systems, so as to explore the differences and potential affecting factors. Based on the comparison results, this study proposes strategic advices, expecting to provide references for future implementation of teacher evaluation. From relevant literature of teacher evaluation and comparative study on development and current implementation of Taiwan’s and Singapore’s teacher evaluation, conclusions can be obtained as follows:1. Significant differences exist in the development background of teacher evaluation in the two countries.2. With regard to teachers’ growth and further education, Singapore integrates resources and emphasizes teachers’ personality offering more generous welfare and more stringent policy.3. In terms of the connotation of teacher evaluation, Taiwan has no source foundation of law and regulation, resulting in constraints everywhere. 4. As for the application of teacher evaluation results, Singapore focuses on teaching performance, while Taiwan on promoting professional growth. According to the above conclusions, five pieces of advice for Taiwan’s teacher evaluation mechanism are proposed:1. To legislate on teacher evaluation as soon as possible, reduce social concerns and improve the professional image of teachers in elementary & junior high schools.2. To strengthen the purpose of evaluation performance, develop the exit mechanism of awarding the superior and eliminating the inferior, and improve the functions of evaluation.3. To plan, execute and assess dense evaluation process, which is a continuous process.4. To implement teachers’ grading system and formulate corresponding evaluation criteria and evaluation methods by grades.5. To emphasize in-service training of professional performance, integrate resources, and improve welfare measures