本文旨在探討臺南市國民中學教師參與教師專業學習社群與教師專業發展評鑑態度之關係，研究方法以問卷調查為主，以臺南市曾參與社群之國中教師為研究對象，有效問卷回收率為77.27%。所得資料以t考驗、單因子變異數分析及多元迴歸分析進行探究，獲致以下結論：臺南市國中教師對教師專業學習社群現況的知覺良好；臺南市國中教師對教育專業發展評鑑的認知、認同度良好，然參與意願看法較為分歧；參與教師專業學習社群情形對教育專業發展評鑑之認同度、參與意願具有解釋力，其中以「持續精進」層面的解釋力較佳。最後根據研究結果提出建議，作為教育主管機關、學校行政、國中教師及未來研究之參考。

The purposes of the study were to explore the relationship between junior high school teachers’ participation in professional learning communities and their attitude toward teacher evaluation for professional development in Tainan City. The investigation was based on the questionnaire survey. Based on the questionnaire survey, the data were analyzed by t-tests, one-way ANOVA, and multiple regression analysis. The conclusions were as follows: The teachers’ professional learning community were in the level of “good”; teachers’ awareness and identification for teacher professional development evaluation were both above average, and there are divergent views in teachers’ participation willingness; The teachers’ professional learning community could be used to explain teachers’ identification and participation willingness for teacher professional development evaluation, especially “continuous improvement” the highest. Based on the research, the study provided suggestions for educational administrative organizations, junior high schools, teachers, and future educational researches.