本文旨在探討如何連用組織人力資源發展「由下而上」的需求評估模式，幫助學校規劃教師在職進修教育課程，使在職教師能在專業成長的促進下，達成終身學習的目標。 本文首先探討教師在職進修需求評估的涵義與其不受重視的原因，其次探討教師在職進修需求評估所持有之觀點，以及進行教師在職進修需求評估時所分析的層次與運作的模式，包括：學校發展、教學工作與個人發展等三種層次之分析。接著歸納提出可資運用的教師在職進修需求評估方法，包括：調查法、團體討論法、書面報告、差異分析、文獻分析等方法。 最後，本文探討教師在職進修需求評估進行過程與結果的檢視與修正，以及教師在職進修需求評估所面臨的問題與困難之處，針對學校行政人員、課程規劃者、教師會與教師提出建議。

This article explored the need-assessment model of training programs for in-service teachers in school. This model was based on the "bottom to top" principle. With these programs, teachers were encouraged to constantly improve themselves. First, defined needs assessment and found out the reason why it was underestimated in school. Secondly, the viewpoints of needs assessment, the analysis levels of needs assessment, and its practical model were discussed. These analyses included three levels: school development, teaching task, and teacher development. After that, need-assessment methods were proposed. Finally, the reviews for the process and output of needs assessment and the difficulties of needs assessment were discussed. Feasible suggestions giving insight into administrators, curriculum designers, and teachers in school were proposed.