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Focused on teachers of Xingfu Elementary School the elementary school of interest, the present study looked to investigate the reasons for teachers participation in the Teacher Professional Development Evaluation Plan, the true feelings of teachers following their participation in teacher evaluation for professional development and their progress of growth as they underwent the teacher evaluation for professional development, sorting out and summing up actual situations encountered by first-line educators and approaches adopted by them in dealing with those situations. Moreover, the present study proposed potential solutions for the competent educational authority to consider for the proper, successful implementation of policies.
The case study approach was adopted in the study. Through interviews with 5 teachers and 1 director, along with observations and the analysis of previous literature related to the promotion of teacher evaluation for professional development, the present study had reached the following conclusions:
1. Administrative leaders strong leadership and undertaking office
directors administrative workings influence the willingness of teachers to join the Teacher Professional Development Evaluation Plan.
2. The impetus provided by a quality partner, the increase of professional confidence and the improvement of on-the-spot teaching skills drive teachers willingness to stay committed to the professional development evaluation.
3. With teachers being eager for good results and continuing to follow the thinking of traditional teaching observations and school evaluation portfolios, the spirit of the Teacher Professional Development Evaluation Plan still awaits clarification and fulfillment.
4. Evaluation results have been left unprocessed and social functions for
professional learning have not given their full play.
Based on above findings, the following suggestions have been proposed for reference for participating schools, school administrative staff, and teachers:
1. Suggestions for schools that continues to participate
(1) Establishing a proper concept of evaluation with diversified advocacy marketing and the construction of a knowledge management platform
(2) Understanding fully reasons for withdrawal from the teacher project and providing assistance
(3) Actively inviting teachers to partake in the teacher evaluation for professional development
(4) Taking advantage of teacher leaders, exerting their influence and spurring the learning of quality partners to build a learning atmosphere in schools
(5) Reducing the workload of teachers by integrating related activities
(6) Planning and designing a professional development evaluation plan that satisfies the expectation of teachers
2. Suggestions for school teachers
(1) With an open, aggressive mentality, showing concern for and being
receptive to teacher professional development evaluation issues.
(2) Enhancing the professional status of teachers by committing to
professional development and continuing further studies and growth.
(3) Bringing more enthusiasm and self-discipline.
3. Suggestions for subsequent studies