淵上,克義

摘要：本研究的目的是开发学校管理人员对教师绩效评估的工具。组织心理学研究已经证实绩效考核以及影响评级的因素；并且研究了学校管理人员对教师绩效的评估。由于绩效与评级，工资，分配以及教育有关，所以绩效考核必须具有公平性。

关键词：学校管理；绩效考核；评估

总结：1、本研究对98位小学校长进行调查，结果表明，影响校长对教师绩效评估有6大因素，分别是：学校事务管理，课堂管理及学生指导，教育辅导，师生关系，教师校本培训，组织活动。

2、本研究对104位副校长进行调查，结果表明，影响副校长的评估有五个因素，分别是与孩子的人际交往技能，活动的组织能力，课堂管理及学生指导，教师的校本培训，处理与学生家长及同事关系的能力。

Development of an Instrument to Measure the School Administrator's Assessment Scale of Teacher Performance

The purpose of this study was to develop an instrument to measure the school administrators' assessment scale of teacher performance. First, organizational psychological research on performance appraisal and the factors that affect the rating was reviewed. Next, organizational research on the school administrators' assessment scale of teacher performance was reviewed. It was noted that performance appraisal must be accurate because it is used the decisions about promotion, salary, assignments, and education. After problems were described, a new version of the school administrators' assessment scale of teacher performance was developed. In the Study 1, an inventory of the principals' assessment scale of teacher performance was conducted by 98 primary school principals. Factor Analysis of scale of the principals' assessment resulted in 6 factors (Treatment of school business, Classroom management and Pupils' Guidance, Educational guidance, Interpersonal skills with children, School-based training of teachers, Educational guidance, Organizational activity). In the Study 2, an inventory of the assistant principals' assessment scale of teacher performance was conducted by 104 primary school assistant principals. Factor analysis of scales of the assistant principals' assessment resulted in 5 factors ( Interpersonal skills with children, Organizational activity, Classroom management and Pupils' Guidance, School-based training of teachers, Intersonal skills with parents and collegue). Results were discussed from multi-dimentional assessment scales of teacher performance including of contextual performance.

出处：《岡山大学教育学部研究集録》2008年2月