本研究在於探討國民中學教師教學動機、專業承諾及專業成長的關係，並建立以專業承諾為教師教學動機與專業成長關係的中介效果模式。本研究以台中市公立國民中學具有教學經驗之專任教師、導師及教師兼任行政人員為研究對象，依學校規模以分層隨機抽樣方式，選取371 位參與者參加研究，最後取得350 位參與者的有效研究資料。研究參與者必須完成教師教學動機、專業承諾與專業成長三份自陳量表。研究結果發現教師教學動機、專業承諾與專業成長兩兩間接具有正向的中高度相關。專業承諾可以完全中介教師教學動機對於專業成長的效果。因此，為了促進教師專業成長，可以調控教師教學動機，使之提升，更多投入教學專業後，經由專業承諾的中介，專業成長提升，造福青青子襟。其他動機變項亦可嘗試置入，驗證此中介模式效果是否成立，以提升此架構的理論延展性。

This study examined the relationships among junior high school teachers’ teaching motivation, professional commitment, and professional growth and established a theoretical model using professional commitment as mediator between teachers’teaching motivation and professional growth.Participants were recruited using stratified random sampling technique from public junior high schools in Taichung city.Participants were asked to complete the study questionnaires; 350 out of 371 participants’ returned data were valid. The results indicated that teacher’s teaching motivation,
professional commitment, and professional growth were positive and
moderate-high correlated with one another. Professional commitment played a completely mediating role between teachers’ teaching motivation and professional growth. Other motivation variables may try to replace the teachers’ teaching motivation in to the mediating model to reveal theoretical extensions using other motivation variables of this mediating models.