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Special Education Teachers’ Perceptions on Teacher Evaluation for Professional Development and Its’ Impacts on Teaching Expertise and Job Satisfaction

손순열 1,  Yusung Heo 2

1용두중학교
2조선대학교

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ABSTRACT

This study examined how teachers at special education schools utilized the results of Teacher Evaluation for Professional Development(TEPD) and how they perceived the effectiveness of co-worker evaluation and the satisfaction of students and parents in TEPD. In addition, this study analyzed the coefficients using multiple regression analysis to compare the impacts of teachers’ individual variables to the perceptions of TEPD utilization and effectiveness. A total of 192 participated in this study. According to the results, first, teachers perceived negatively on TEPD’s utilization and effectiveness. Second, teachers thought that TEPD negatively impacted on their teaching expertise. However, they perceived slightly positively TEPD’s impact on job satisfaction. Third, according to multiple regression analysis, TEPD’s utilization and effectiveness of co­worker evaluation impacted positively on teaching expertise. However, satisfaction of students and parents was not significant variables. The coefficients of teacher’s background variables were relatively weak. Age, teaching years, and joining of teacher's organization were significant variables. About job satisfaction, TEPD’s utilization and effectiveness related variables were significant. The satisfaction of students and parents was most significant variables. None of teacher’s background variables was significant in job satisfaction.

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