本研究旨在調查參與95年度教師專業發展評鑑之國小教師對專業發展取向教師評鑑系統的看法。此評鑑系統是以「課程設計與教學」、「班級經營與輔導」、「研究發展與進修」、「敬業精神與態度」為評鑑層面，各校建構學校本位的教師自評以及同儕評鑑之機制，並依據評鑑後結果，提供給教師教學上的肯定與回饋，並對個別教師成長需求，提供適當協助；同時學校對於整體性教師成長需求，則提供校內外在職進修機會。本研究採用訪談與問卷調查的方式蒐集參與評鑑教師對此評鑑系統的反應。研究發現如下：從問卷結果發現，整體而言，教師能接受此一評鑑系統；同時發現教師對評鑑系統的滿意度與教師對下列項目的看法有顯著相關：評鑑過程與結果的公平性、對評鑑指標與系統的了解程度，學歷、教學年資、年齡、學校規模也是影響滿意度的背景變項。而訪談結果發現，教師對評鑑系統有正面的看法，也有負面的看法。大多數教師能認同評鑑指標與評鑑系統的必要性，同時也有一些教師認為評鑑系統會增加教師的工作負擔，時間安排是重要影響因素。

The study is to investigate the perception and opinions of primary school teachers who participated in teacher developmental evaluation in Academic Year 95 about teacher developmental evaluation system. There are four areas in the system, which are curriculum design and instruction, class management, professional development, and professional dedication and attitudes. Each school constructed self evaluation and teacher evaluation. Based on the results of the evaluations, teachers obtained some feedback and assistance to their needs for personal growth. At the same time, it can also help to provide further study opportunities in school and out of school. This study adopted interview and questionnaires to collect data from the subjects. The findings are as follows: 1. Overall, teachers can accept the evaluation system. 2. Teachers' satisfaction to the evaluation system is obviously related to the following items: (1) The fairness for the process and the result for the evaluation; (2) The understanding for the evaluation indicators and system. (3) The educational background, the years they have been teaching, the ages, and the size of the school are also the background variations. 3. From the results of the interviews, teachers have some positive opinions and negative opinions as well. 4. Most of the teachers identify the necessity of evaluation indicators and evaluation system. 5. Some teachers believe that the evaluation system increases the workload of teachers. 6. Time arrangement is an important factor.