本研究旨在探討教師參與教師專業發展評鑑之經驗與感受及其對教師評鑑制度的看法與原因。為達研究目的，本研究採取質化研究方法，研究對象為具有參與教師專業發展評鑑一年或二年經驗以上的九位中部地區國小教師。本研究透過半結構式的訪談大綱進行資料蒐集，訪談時間約為一小時，並請受訪者針對訪談逐字稿進行補充與確認後，以開放性編碼與主軸編碼作為資料分析的策略。本研究以「濃霧籠罩只耳聞，雖有憧憬亦不安」、「正向壓力促前進，交流省思促成長」等範疇來描述與詮釋教師由迷惘不安、審慎考量、同儕激盪與自我省思以致獲得專業成長之參與經驗與感受，並歸納出「細細修補來時路，未來走向待明確」、「分級制度達雙贏，清理門戶趨積極」等範疇來說明教師對現行評鑑制度之建議、以及對未來教師評鑑之評比分級與淘汰機制之看法。最後，根據研究結果提出具體建議。

The purposes of this study were to explore the elementary school teachers' perceptions and views of their participation in the teacher professional development and evaluation program. Nine elementary school teachers with one or more than two years' teaching experience participating in such a program from central Taiwan were recruited as participants. Data were mainly collected from semi-structured interviews, each of which lasted for about an hour. Interview transcripts were checked and confirmed by the participants. We utilized open coding and axial coding methods to reveal the themes of the findings. Below is a summary of key findings of this study. First, participants overcame anxiety and set the plans for the teacher professional development and evaluation carefully. Then, the consequences of implementing the teacher professional development and evaluation program resulted in promoting professional conversations, personal professional growth, and effective teaching. Thirdly, participants raised some concerns to address several issues in the implementation of the teacher professional development and evaluation program and expected clear guidelines and rules for the future program. Lastly, the implementation of teacher career ladder program would result in a win-win situation and an elimination of incompetent teachers. Participants expressed their views on the levels of teacher ladder program and how such a program would reward the best and eliminate the worst. Suggestions for teachers, policy makers, and future studies were also provided.