本文以大學教師為主體，以教師專業為核心，剖析大學教師升等制度與教師專業成長及學校發展定位三者間之關連，希冀透過改善當前教師升等制度以促進教師專業成長，改造教師主體，提升教師專業素養，並以此為學校發展之基礎。 藉文獻探討蒐集各國教師資格審查制度、教師專業成長機制及學校發展模式等資料，從而分析其特性；再藉由考量我國教師升等之脈絡背景，提出修正現行教師升等制度之意見；最後本研究，嘗試勾勒出大學教師專業內涵指標及我國大學發展之類型，以為我國高等教育未來發展提供具體建議。 本研究獲得以下結論： 一、在我國大學教師升等制度方面：應強化升等制度中之教師評鑑精神，考慮增加修讀教育專業課程規定、改良聘任程序及方式、升等管道彈性多元化、教師自我定位分類升等制度及建立升等論文指導制度等。 二、在大學教師專業成長方面：宜加強教師專業實踐之意義以提升專業能力、應透過公正之評鑑促進教師專業成長。 三、在我國大學發展定位方面：大學除朝普及化發展外尚須兼顧理想性以建立自身特色、政府層級應強化評鑑機制以引導學校發展。 四、大學教師升等制度、教師專業成長與學校發展定位間具有緊密之內在連結關係，應以彼此良性互動帶來最佳教育效果。

　　　　　The purpose of this article is to investigate and analyze the relationship between faculty’s promote system, faculty’s professional growth and school development orientation in Taiwan’s universities, and make suggestions to government and universities. Through collecting and analyzing the documents of main countries’ universities about faculty’s promote system, faculty’s professional growth and school development orientation, this article examines domestic universities cultural context, and try to revise and construct current faculty’s promote system, connotation index of faculty’s profession and school development categories. This article concludes that: Firstly, for the faculty’s promote system dimension: the system had better include blending evaluative spirit into promote system；faculty’s quality identity maybe increase to make educational profession courses；the process and mode of faculty’s promote system should be revised; faculty’s self-orientation and faculty’s categories must be reissued. Secondly, for the faculty’s professional growth dimension: enhance faculty’s professional practice and construct complete connotation of faculty’s profession by multiple modes improve faculty’s professional ability. Finally, for universities development orientation dimension: school development must consider both foundation of universality and ideality；school must establish self-image by self-analysis；Government must strengthen the effectiveness of university evaluative system to assist school development.