教師專業發展是否會影響教師專業承諾與教師教學效能，是值得關注的議題。本研究旨在瞭解教師的專業發展、專業承諾、教學效能現況，及其三者之間的關係因素與模式，故以「臺灣教育長期追蹤資料庫」（TEPS）之研究調查，進行結構方程模式（SEM）分析。在本研究結果分析發現：臺灣地區國民中學教師所知覺到的教師專業發展、教師專業承諾以及教師教學效能狀況皆尚稱良好。另外，從整體適配度與內在結構式配度之研究結果發現，其皆達到顯著水準，顯示本模式與研究者的研究假設相同，其三個變項呈現正向相關。

Whether teachers' professional development influences teachers' professional commitment and teachers' teaching effectiveness is a topic issue. This paper aimed to understand the current situation of teachers' professional development, professional commitment and teaching effectiveness, and the related factors and model among them. Therefore, the investigations from Taiwan Education Panel Survey (TEPS) were analyzed by structural equation model (SEM). The results illustrated that the perceived situation of teachers' professional development, teachers' professional commitment, and teachers' teaching effectiveness by junior high school teachers in Taiwan was acceptable. In addition, the results from overall model fit and inner-structural model fit researches were significant, which meant this model was the same as the research assumption, the three variants were positively-related.