本硏究旨在探討中部地區幼兒園教師對教師專業評鑑的看法，本硏究採問卷調查法，以 分層隨機取樣方式抽取臺中地區幼兒園教師673人，回收640份，有效問卷共609份， 有效回收率爲90.05 %。本硏究將硏究所得結果以描述性統計、t檢定、皮爾森積差相關 與單因子變異數分析等統計方法加以分析。本硏究所得結論如下：
一、幼兒園教師對教師專業評鑑持肯定的態度。
二、幼兒園教師贊成以形成性目的爲主，總結性目的爲輔的評鑑。且認同評鑑的目的在 協助教師專業成長與改進教學。
三、幼兒園教師對專評鑑實施原則持正面肯定的態度，贊成評鑑前應先建立共識，再共 同硏擬訂定一套公正客觀之評鑑工具。
四、私立幼兒園教師對專業評鑑實施之態度與原則之認同度較公立幼兒園教師高。
五、不同背景變項之幼兒園教師，對於教師專業評鑑的意見有部份的差異。
本硏究並根據硏究結果對教育行政機關、幼兒園教師與後續硏究者提出建議，以做爲未 來規劃與實施教師專業評鑑之參考。

This study aimed to explore the perspectives of preschool teachers in Central Taiwan on teachers’ professional evaluation.
A questionnaires survey was applied to collect Central Taiwan preschool teachers’ attitudes on the teachers’ professional evaluation. A total of 673 questionnaires were circulated, 609 of the 640 returned were valid, making the valid response rate 90.05%. Data gathered were analyzed through descriptive statistics, t-test, Pearson product-moment correlation and one-way ANOVA. The results of this study were shown as follows:
1.The preschool teachers possessed positive attitudes toward teachers’ professional evaluation.
2.The preschool teachers agreed that formative purposes are primary, and summative purposes are secondary. And identify that the purpose of professional evaluation are to help teachers’ professional growth and improvement of teaching.
3.The preschool teachers possessed positive attitudes on the evaluation principle and agreed “It should establish a common view” before the implementation of teacher evaluation and developed a set of fair and objective evaluation tools.
4.The private preschool teachers possessed more positive attitude than public teachers toward the teachers’ professional evaluation attitudes and principle.
5.The preschool teachers with different background variables had different opinion on teachers’ professional evaluation.
According to the study findings, some suggestions were offered for education authorities, preschool teachers, and the further studies on the topic in the future.