The Research of Monitoring and Evaluation of Teacher Development in the Basic Education Level Under the Office of the Basic Education Commission

Abstract

The objectives of this research were to (1) study the condition, problems and obstacles, and success factors of the development of teachers under the Office of the Basic Education Commission; (2) evaluate the results of the teacher development; and (3) create the recommendations on teacher development policy. The research process comprised three phases. The first phase was the study of the condition, problems and obstacles, and success factors of the development of teachers. The key research informants were the administrators of the Central Office, administrators of the Regional Office level, administrators of the school level, and teachers. The research tool was a form containing guidelines for focus group discussion. The second phase was the evaluation of the results of teacher development. The research sample consisted of 3,462 school administrators and teachers. The research tool was a questionnaire. The third phase was the creation of recommendations on the teacher development policy. The key research informants were 15 experts. The research tools were a form containing guidelines for focus group discussion, and a draft of the recommendations on teacher development policy. Research data were analyzed with the use of means, standard deviations, and content analysis.

The research findings revealed that 1) there were the clear policy and plan for teacher development, and there was also the system for monitoring and evaluation of the teacher development; however, there were the problems of the policy lacking continuity, the communications of the policy being not comprehensive, and the development targets being not relevant to the needs of the schools; and the success factors in the development of teachers were the systems and mechanisms for communicating policies and monitoring policy implementation 2) regarding the results of the teacher development, it was found that the teachers had obtained the knowledge and understanding of being a teacher, learning management, learning management skills, and teacher characteristics at the high level; while teachers in small schools in remote areas had less opportunity for development; and 3) the policy recommendations on teacher development were as follows; there should be (1) the comprehensive communications of the policy, and the local area-based teacher development policy; (2) the creation of the program focusing on responding to the needs of the teachers; (3) the enhancement of motivation for self-development of the teachers; and (4) the supports on creating the cooperation networks of teacher development.