Journal of Basic Education



不恰當的教師評價制度對小學教師人格影響之研究

2004.第13卷第2期(Vol. 13 No. 2).pp. 39–57
 

不恰當的教師評價制度對小學教師人格影響之研究

A Study on the Effects of Inappropriate Teacher Assessment on Teachers’ Personalities in Primary Schools

崔允漷、柯政、夏雪梅(Yunhuo CUI, Zheng KE, & Xuemei XIA)

摘要

不恰當的教師評價制度是指,以學生考試分數作為評價教學質量的標準,並將結果與教師工資、榮譽掛鉤。本研究指出,小學教師認為此現象對自身多項人格特徵造成負面影響。不同性別、教齡、職稱的教師在人格受影響程度上差異不大,但語文科教師自認為所受影響較多。本文建議改進措施有:一、加大課程改革力度,改變教學質量評價方式;二、提高教師心理調節和適應能力;三、倡導和諧、民主的學校組織文化,提供社會支持,讓教師生活在安全的專業環境。

Abstract

Although teachers are generally considered as professionals, a teacher assessment system which views students’ test scores as the only criterion for reflecting teachers’ quality of teaching and linking that to teachers’ salary and reputation is inappropriate. More than 600 subjects were interviewed about the effects of this assessment system on their personality traits. The results indicate that: firstly, 11 out of 30 major personality traits have been clearly affected; secondly, neuroticism, one factor of the “Big Five”, is affected greatly; thirdly, teachers teaching Chinese report that they are hurt more significantly than teachers in other subjects. Three suggestions for lessening the negative effects are provided.