自從多元智力理論提出後，教師已逐漸明瞭教師終身進修已是未來教育改革的發展趨勢。因此，重視此一問題的革新研究，才能落實建立終身學習社會的理想。本研究的目的，即擬透過結構化概念形成法及問卷調查法，收集受試代表們（即中等以下學校教師）對此問題的觀點，並進行統計的量尺化分析，以找出受試代表們所共同感知的潛在概念結構，復根據研究結果編製調查問卷，深入探究該問卷的客觀問題，並進行量化的統計分析，以期建立教師終身進修相關議題的實徵學理基礎，作為政策立法之參考。最後，本研究歸納研究結果，提出結論與建議，除陳述本研究發現對立法依據、聘用教師、與績效考核上的應用涵義外，並提出有關制訂教師終身在職進修政策的具體建議，以及後續研究的方向。

Since the advent of the Multiple Intelligence Theory by Dr. Howard Gardner, lifelong in-service education for teachers as an educational veform trend is recogntzed by most teachers. Hence the study of related issues is advocated and enhanced to achieve the goal of building a society of lifelong learning.The purpose of this study, by using the procedure of structured conceptualization and survey research, is to analyze and scale viewpoints about the above issues of representative samples, and to formulate latent dimensions of such concept clusters. By constructing a questionnaire according to these concept clusters, item analyses and the theoretical basis of lifelong in-service education for teachers are constructed and developed. Implications and usage of such a basis are suggested too.Finally, implications of these findings are explained and suggestions for improving law-making, recruiting teachers, performance evaluation, and future research are also proposed.