Abstract

This study constructs indicators and weights that can be used in the professional development evaluation (PDE) of elementary school teachers. The indicators were constructed using data collected from literature reviews, interviews with experts, and questionnaire surveys. The Fuzzy Analytic Hierarchy Process (FAPH) was used to analyze the collected data. The survey subjects were school principals, administrative directors, and teachers who were part of the teacher professional development evaluation (PDE) trials that have been started in Taiwan since 2005. They were selected as seed lecturers of teacher PDE in 2008 by the Ministry of Education. Therefore, purposive sampling was adopted, which yielded 24 (86%) valid questionnaires from a total of 36 questionnaires. The final results indicate three hierarchies for teacher PDE, which include 4 evaluation perspectives in the first level, 11 evaluation dimensions in the second level, and 47 evaluation indicators in the third level. Finally, some implications are presented for school administration when undertaking teacher professional development evaluation and for teachers who are interested in enhancing their professional development.