本研究之目的在高雄市國民中學教師與教師專業發展評鑑參與意願之關係，以作為國民中學學校行政人員、國民中學教師與後續研究之參考。研究方法為問卷調查。研究對象以分層隨機抽樣，共抽取高雄市570名公立國中教師為研究對象，回收樣本後經統計有效樣本為456份。綜合本研究結果共獲得下列結論：國民中學教師展現中度以上之組織信任。國民中學教師其有中度的教師專業發展評鑑參與意願。不同教學年資及擔任職務之教師在知覺國民中學教師組織信任之程度有差異存在。不同職務與學校規模之教師知覺本身教師專業發展評鑑參與意願之程度有差異存在。國民中學教師組織信任與教師專業發展評鑑參與意願之整體與各層面其有中度相關。國民中學教師組織信任可預測教師專業發展評鑑參與意願。國民中學教師組織信任之學校信任最能預測教師專業發展評鑑參與意願。最後本研究綜合研究結論，分別對學校相關行政人員，教師與後續研究者提出建議。

The purpose of this study had investigated the relationship between organizational trust and participation willingness of teacher professional development evaluation in junior high schools of Kaohsiung city. The methodology adopted questionnaire survey in this study. The data were analyzed from 456 teachers chosen by stratified random method. Teachers of Kaohsiung city displayed over moderate level of organizational trust while teachers had over moderate level of participation willingness of teacher professional development evaluation. There were significant differences of the response on the organizational trust by respondents with different demographic variables of teacher's years of service and current position. Respondents with different current position and school size displayed different responses of participation willingness of teacher professional development evaluation. There was moderate correlation between organizational trust and participation willingness of teacher professional development evaluation. The school trust in organizational trust had the best predictability toward participation willingness of teacher professional development evaluation. Finally, recommendations were provided for the directors of junior high school affairs, teachers and researchers.