本研究主要的研究目的有下列三項：
一、分析國民中學教師形象知覺不同者，對於各專業成長目標之「必要性」與「困難程度」的看法及達成專業成長程度之間的關係。
二、探討國民中學教師形象知覺與專業成長之間的因果關係。三、建立統整的理論架構，作為分析教師專業成長之認知及促成其達成專業成長及建立系統模式之基礎，以供教育研究、行政決策及教師本人之參考。
本研究之調查對象為國中現職教師，所使用的測量工具包括「國民中學教師專業成長調查問卷」及「國民中學教師形象知覺調查問卷」。研究的主要結果發現國中教師對於形象知覺之情形會影響專業成長各目標之「必要性」、「困難程度」與其專業成長的程度。而且二者之間的因果關係模式獲得證實。最後根據研究結果，提出對於師範教育政策之建議及對未來研究的建議。

This study focus on the following topics. The first one was the analyze the relationship between teachers’ images perception and opinions concerning goals and extent of professional growth. The second was to explore the causal relationship of teachers’ images perception and professional growth. The last one was to establish a system for analyzing and promoting the cognition of teachers’ professional growth and for the referral of educational research to the policy making branch of the education administration.
The subjects were secondary junior high school teachers in Taiwan. The instruments included The Questionnaire of Teachers’ Professional Growth and The Questionnaire of Teachers’ Images Perception.
The major findings were：（1）teachers’ images perception correlated with the goals and extent of professional growth；（2）teachers’ images perception and the goals and extent of professional growth were causally related. Finally, conclusions and suggestions are proposed for educational decision─making and further study.