教育部推動教師專業發展評鑑已有多年，從行政的觀點，教育部訂定教師專業發展評鑑實施計畫，期望透過學校自發性、教師自願性的方式來推動教師專業發展評鑑的工作，其目的是協助教師專業成長，增進教師專業素養，提升教學品質，以增進學生學習成果，由此觀點我們可以體會教育部的規劃真是立意良善、用心良苦。從教師的觀點，雖然在要點之中明訂教師專業發展評鑑為形成性評鑑，不得作為教師績效考核、不適任教師處理機制、教師進階（分級）制度之參據，但是基層教師對於推動教師專業發展評鑑仍抱著存疑與觀望的態度，除了增加教師工作量，真能達到提升教學效果嗎？從一開始的試辦到目前實施的狀況，雖然辦理多次的研習，培訓許多種子教師，然而推動的學校並不普遍，也面臨許多的困境與窘境，甚至有學校教師願意在校內實施教師專業發展評鑑，卻在校務會議遭到有心人士刻意的運作而封殺，這樣的問題究竟出在哪？本文首先探討美國、英國、法國等世界先進國家實施教師評鑑之概況，其次探討國內教師專業發展評鑑推動之現況，再以半結構方式訪談臺中市辦理教師專業發展評鑑業務之主管、學校校長、行政人員、一般教師、教師會幹部，瞭解教師專業發展評鑑實施之困境與因應策略，最後彙整訪談資料提出建議，做為教育主管機關與學校辦理教師專業發展評鑑之參考。

The Ministry of Education has been executing teacher evaluation for years, aims to promote teachers' profession, elevate teaching qualities, and increase students' performances by way of establishing evaluating planes through teachers' voluntariness. However, this intention has run into several practical problems.The evaluation regulation has banned applying its result as reference to teachers' performances, incompetent teachers, and school hierarchy information. In reality, nevertheless, they are still applied by school administrators thus unnecessarily increase teachers' workload. There have been several workshops held to train qualified teachers, but it's not widely accepted, or proactively promoted by schools. Moreover, teachers have established the evaluation system, which is later rejected by administrative parties. The conflicts above will also be discussed in the research.This paper first reviews teacher evaluation in the U.S United Kingdom and France. Secondly, current teacher evaluation implementation in Taiwan will be discussed. Thirdly, semi-structured interview with staff involved in Taichung City's teacher evaluation system, including executives, school principals, administration staff, teachers, and teachers' association leaders is adopted to illustrate the obstacle which teacher evaluation has occurred. The research concluded with constructive proposal to policy makers, in hope that they can benefit from this paper and improve the system in the near future.