本硏究旨在探討國小校長在推動教師專業發展評鑑計畫的三個不同階段，所 採用之價値判斷標準，與其對學校組織的影響；本硏究爲個案硏究法，資料蒐集方式主 要爲與五位個案學校成員進行訪談。其次，硏究者亦提供會議紀錄片段敘述，以利從旁 佐證。最後，硏究者亦邀請2名專家就本硏究的硏究成果予以終極審查。硏究者將四位學 者對價値基礎詮釋觀點融入其硏究分析架構中，以助於硏究結果的產生。校長推動教師 專業發展評鑑計畫之價値判斷標準。基此，本硏究提出三項建議：（一）校長在推動教 專計畫的初期，應避免「超理性」價値基礎獨大的情況發生。（二）理解校長的價値判 斷時，需同時考慮「理性」、「潛理性」與「超理性」的價値基礎。（三）在問題解決 的策略應用方面，校長除理性價値基礎外，應將潛理性價値基礎一倂納入考量。

The study is to explore an elementary school principal’s value judgment criteria through three phases of implementing teachers’ professional development evaluation and their influences on the organization. This is a case study which collects the data mainly from conducting interviews with five participants. Next, fragments of meeting records were provided to support the researcher’s analysis. Moreover, two experts, an elementary school principal and a junior high school principal, were responsible for conducting the final review on a draft of research results. For the purpose of understanding the essence of principal’s value judgment criteria, the researcher adopts scholars’ interpretations on the basics of value , interwoven them into the research analysis framework so that the model can be evolved from the research results. Three suggestions are made. First, in the initial stage of Teacher Evaluation for Professional Development, the principal should avoid the arbitrary use of basics of suprarational value . Second, to comprehend the principal’s value judgment, we must consider three core value basics of rational, subrational, and suprarational. Third, regarding the application of problem solving strategies, principals should take both the basics of subrational and rational value into account.