本研究旨在探究臺中市96 學年度推動教師專業發展評鑑，對於參與教師教學效能的影響，先採調查研究法，以臺中市96 學年度申請教師專業發展評鑑試辦之8 所國小中有參與試辦的266 位教師做為調查對象，研究工具為研究者自編「國民小學教師參與教師專業發展評鑑教學效能調查問卷」，發出問卷266 份，回收有效樣本計有210 份；再以半結構式訪談法探知教師對於參與教師專業發展評鑑的感受與觀點。經分析歸納各項資料後，本研究獲致發現如下：一、 教師認為參與教師專業發展評鑑對於提昇教師教學效能應有的幫助，顯著高於實際參與後教師知覺個人在教學效能所獲得的提昇。二、 參與教師專業發展評鑑對於教師而言，影響最大者為找回了對教學的熱忱。三、 受訪教師認為有助於提昇教學效能的主要活動為參加教師專業工作坊、教學相習及同儕間的專業對話等三項。最後，依據研究發現，分別就國小教師、參與學校、教育主管機關，及未來研究等方面，提出本研究之建議。

This study tries to find out the impact on teaching effectiveness of
elementary school teachers in Taichung City who have participated in
MOE’s Teacher Professional Development Evaluation Project since 1997.
It uses Questionnaire of Teaching Effectiveness to survey 266 teachers
who have participated in the 2007 program from 8 Taichung City
Elementary Schools. The valid samples amount to 210. Then a semi-structured interview method is applied to explore teachers’ feelings
and perspectives about the project.After analyzing and concluding all the data, the results are as follows:1. Teachers are conscious that the theoretical help of promoting teaching effectiveness is obviously higher then they actually obtained from participating in the MOE’s Teacher Professional Development Evaluation Project.2. The greatest impact on their teaching effectiveness is regaining their passion for teaching.
3. Participation in workshops, seminars, and professional dialogues are
most beneficial activities for promoting teachers’ teaching effectiveness.
Finally, based on the results of this study, some recommendations
are suggested for elementary school teachers, participating schools,
education bureaus, and future studies.