國內外的教育人員對於教師專業發展評鑑的重要性及施行的必要性多有肯定，惟目前從國內外研究顯示，教師專業發展評鑑的實施情況及結果未臻完善O針對各種評鑑的研究結果討論，有些質疑是針對評鑑規準、有些是針對評鑑結果該如何運用;甚少對參與評鑑的組織進行內部權力與意識型態角力的探究，且教育部自2005學年度起開放教師自願參與「教育部補助試辦教師專業發展評鑑實施計畫」迄今，對於參與試辦的學校所進行之實證研究更是付之闕如，故本文根據上述研究動機，試圖從微觀政治學的角度進行分析，主要研究目的驢列如下:一、探討個案小學參與教師專業發展評鑑計畫下，學校權力生態改變之微觀政治分析O二、探討參與試辦教師專業發展評鑑計畫個案學校中，利害關係人意識型態差異衝突對教師專業發展評鑑計畫所造成之影響O三、探究個案小學校長面對績效責任導向與專業自主導向衝突時，其權力運作策略之微觀政治分析O本研究發現:一、推動參與教師專業發展評鑑計畫，個案學校的權力生態產生階段性變化O二、實施過程利害關係人意識型態差異衝突，導致想法轉化影響成效O三、校長運用各種權力運作策略，軟化教師對立的氣氛O最後，根據研究發現，歸納結論並針對教育實務提出研究建議O

Educational practitioners hold positive attitudes towards teacher
appraisal， but literature reveals that its implementation and outcomes on teacher appraisal still need to be improved. Some scholars hesitate its appraisal criteria or the way to apply its outcomes of teacher appraisal. Nevertheless， few studies focus on power relations and ideological debates on teacher appraisal particularly when the Department of Education in Taiwan announced the scheme， (ESTAPD)" and put it into practice in 2005. Therefore， this study， using the case-study qualitative approach， aims to explore power relations and ideological debates on teacher appraisal through the micropolitical lens. Under the ESTAPD context， the purposes of the research include: (a) examining the power ecology within the investigated school through the micropolitical lens， (b) exploring their ideological differences among stakeholders in the researched school， (c) examining how the principal dealt with the controversial debate between accountability and professional autonomy. The research findings are as follows: (a) under the ESTAPD context， the power ecology in the school was changing， (b) stakeholders' ideological differences leaded to the following negative effect， (c) the principal used various power strategies in order to soften teachers' resistant standpoint. Finally， the researcher proposes conclusions and makes suggestions for educational practice.