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
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 achievethe 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 highschool in Taipei, which participated in the project of teacher evaluation for professionaldevelopment initiated by the Ministry of Education, Taiwan. The results concluded in thisstudy are listed as follows: 1. Three phases were formed during the process of teacherevaluation: (1)Preparation, (2)Implementation, and (3)Modification. 2. The consequences ofimplementing teacher evaluation were that it could help to promote professional dialoguebetween teachers, stimulate teaching reflection, promote teacher’s confidence, and produceteaching material which will be beneficial for school evaluation. 3. Three main difficultieswere confronted in implementing teacher evaluation: (1)Teachers were still afraid of teacherevaluation. (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 ofthe instructional leadership and teacher culture of the case school were found to have positiveimpacts on the evaluation project. Suggestions were proposed according to theaforementioned conclusions of this study.