本研究之目的在探討彰化縣國民中學教師專業發展評鑑之非理性信念與認同之關係，作為參與評鑑學校、政府機關、以及後續研究的參考。研究方法主要為問卷調查。研究對象以分層隨機抽樣，共抽取彰化縣513名公立國中教師為研究對象。綜合本研究結果共獲得下列結論：國民中學教師對教師專業發展評鑑有中上程度之非理性信念。不同性別、年齡、學歷、任教年資與職務之教師專業發展評鑑非理性信念有差異存在。國民中學教師對教師專業發展評鑑具有中上程度之認同。不同性別、年齡、學歷、任教年資與職務之教師專業發展評鑑認同有差異存在。教師專業發展評鑑非理性信念與認同之整體與各層面具有低度負相關。最後本研究綜合研究結論，分別對教師、教育行政機關、學校與後續研究者提出建議。

The purpose of this study is to investigate the relationships between teachers' irrational beliefs and the identification in teacher professional development evaluation in junior high schools in Changhua. The methodology adopted in this study is questionnaire survey. 513 junior school teachers in Changhua were chosen by stratified random sampling method. The degree of teacher's irrational beliefs in teacher professional development evaluation was above the average. There were significant differences on teacher's irrational beliefs in teacher professional development evaluation among different gender, age, educational background, teaching seniority, and the location of service. The degree of teacher's identification in teacher professional development evaluation was above the average. There were significant differences on teacher's identification in teacher professional development evaluation among different gender, age, educational background, teaching seniority, and the location of service. There was negative correlation between teachers' irrational beliefs and the identification in teacher professional development evaluation. Finally, recommendations were provided for the teachers, educational institutions, schools, and researchers.