本研究旨在探討臺北縣市國民小學教師對教師專業發展評鑑之看法與教師賦權增能知覺的現況、差異及其關係，並根據研究發現，提出具體建議，作為教育行政機關、學校及教師之參考。本研究採用問卷調查法，以臺北縣、市國民小學參與教師專業發展評鑑的教育人員（包括：主任、組長、教師）為對象，自編調查問卷作為研究工具之用。本研究將問卷發給28所國民小學的教育人員，共計506份問卷，回收388份，有效問卷355份。回收率及可用回收率分別達76.68％及91.49％。問卷調查資料分別以描述統計、t檢定、單因子變異數分析、積差相關、多元迴歸分析等統計方法進行分析。本研究發現歸納如下：一、國小教師對教師專業發展評鑑看法與教師賦權增能知覺之間呈向正向關係。二、國小教師對教師專業發展評鑑看法對教師賦權增能知覺整體及各層面有預測效果，其預測力介於35%-53.2% 。最後，根據研究結果，分別對教育行政機關、學校、教師及後續研究等四方面提出相關建議，以供參考。

The purposes of this study are to examine the status, differences and relationships of the opinions of elementary school teachers towards teacher professional development evaluation and the perception of teacher empowerment. The research method of this study is questionnaire survey. It focused on the elementary school teacher in Taipei County and Taipei City, including deans and teachers. Questionnaires were handed out to 28 elementary schools, 388 were retrieved out of 506 questionnaires, and 355 were answered fully, the collection rate is 76.68% and the useful collection rate is 91.49%. Survey data were analyzed by using descriptive statistics, t-test, ANOVA, Pearson product-moment correlation, and multiple regression analysis. Finally, the author makes the conclusions based on all the results of this study and tries to advance the suggestions. The conclusions are as follow: (1) The opinions of elementary school teachers towards teacher professional development evaluation and the perceptions of the teacher empowerment show positive relationship. (2) The opinions of elementary school teachers towards teacher professional development evaluation has a positive impact on the perceptions of teacher empowerment, and its predictive power is 35%-53.2% Finally, suggestions for reference to the administration authority, schools, teachers, and further researches are provided.