本研究旨在探討學校本位在職進修成效下的教師效能感情形。以往在教師進修議題上，大多採行量化的研究方式，調查教師們之進修理念、態度及喜好項目等，而較欠缺的是以質性的方法對進修成效作深入分析。本文為了深入了解教師對學校本位在職進修的看法、感受，所以採行質性的研究方式。畢竟，近年來在教育鬆綁、分權化及學校本位管理風潮帶動下，已逐漸將一些行政權力，下放至各校。各校為配合相關教育改革理念之推動，亦積極展開學校本位在職進修。然而，學校所規劃辦理的相關進修課程，教師之收穫如何？在教學上是否有實質的幫助？亦或只是聽完就忘了？或根本就沒有興趣與成效？我們需加以了解，否則形成教育資源、時間及人力之浪費，至為可惜。因此，本研究從質性研究中，深入了解目前學校本位在職進修的實施情況、成效及教師需求，進而採取相關配合改進措施，以增進教師專業成長。

The main purpose of this study is to explore teacher's effectiveness after the teacher participating school-based in-service education. On the issue of teacher's in-service education, most of studies are made with quantity and questionnaires that are made to investigate teachers' ideas, attitude and their interesting contents of in-service education. There is lack of in-service education study which uses the qualitative method to do the deeper analysis. In order to realize the teacher's opinion and feeling of school-based in-service education, this paper uses the qualitative method. After all, in recent years, the deregulation, decentralization and school-based management ideas have developed on education area and some administrative power have empowered to every school. With this empowerment idea, many schools can practice school-based in-service education. Thus, whether the school have some effectiveness or not, we do not know it, the teacher have some substantive on teaching, they haven't remember anything at all, or they haven' radical interesting and effectiveness. We must understand it, if we would not waste the education material, time and human capital. Therefore, this study uses the qualitative method to realize the condition of implementation, effectiveness and teacher's needing. Finally, this paper also suggests some veiwpoints for improvement the teacher's professional development.