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Volume 23Number 2 publication date:Dec. 2010
A Case Study on Formative Teacher Evaluation Process and Its Impacts and Influencing Factors in a Junior High School
    Author:Derray Chang, Chun-Dar Lee, & Li-Hua Cho
Research Article

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The purposes of this study are to analyze the process of formative teacher evaluation, its impacts and difficulties, and its influencing factors in a junior high school. To achieve the above purposes, this study adopts a qualitative approach to collect data by observing, interviewing and analyzing documents. The subject of this study is a large-sized junior high school in Taipei, which participated in the project of teacher evaluation for professional development initiated by the Ministry of Education, Taiwan. The results concluded in this study are listed as follows: 1. Three phases were formed during the process of teacher evaluation: (1)Preparation, (2)Implementation, and (3)Modification. 2. The consequences of implementing teacher evaluation were that it could help to promote professional dialogue between teachers, stimulate teaching reflection, promote teacher’s confidence, and produce teaching material which will be beneficial for school evaluation. 3. Three main difficulties were confronted in implementing teacher evaluation: (1)Teachers were still afraid of teacher evaluation. (2)The timing of training workshop could not match the need of the school. (3)Teachers didn’t have enough time to conduct evaluation and prepare paperwork. 4. Most of the instructional leadership and teacher culture of the case school were found to have positive impacts on the evaluation project. Suggestions were proposed according to the aforementioned conclusions of this study.



Keywords: teacher evaluation, formative teacher evaluation, teacher professional development, instructional leadership, teacher culture


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