Abstract—A country’s competitiveness depends on the performance of its national education. Meanwhile, the effects of national education rely on the professional aptitude of teachers. Facing the current knowledge economy, all countries are trying to use quality education to develop highly competitive citizens through educational reform. Therefore, inspiring self-awareness of teachers through internal and external power and further enhancing the profession both spontaneously and continuously is the only way to achieve quality education. This study adopts the group decision technique of the (Delphi method) to identify the following four review factors: course design and teaching, class operation and guidance, professional research and educational development, and professional dedication and attitude, as well as relevant content through a questionnaire survey, analysis, and construction. Furthermore, the quantification function of the fuzzy logic theory is applied to establish a scientific and highly objective “supported decision-making model for evaluating the professional development effects of teachers”. In addition to providing evaluation for teaching self-assessment and the overall educational effects of the educational unit, our findings could be used as references for education and administrative departments to evaluate educational results.
 

Index Terms—teacher’s professional development, Delphi method, fuzzy logic theory, evaluation model

Cite: Wen-Tang Liang, "The Establishment of Supported Decision-making Model for Evaluation Teaches Professional Development Effects Based on Fuzzy Theory," International Journal of Learning and Teaching, Vol. 7, No. 1, pp. 1-6, March 2021. doi: 10.18178/ijlt.7.1.1-6