本研究旨在探討國小教師對教師專業發展評鑑的看法、教師參與計畫之壓力與因應策略。研究以五名國小教師為個案對象，採訪談法進行資料蒐集。初步研究發現如下：(一)個案教師對實施教師專業發展評鑑目的、理念持肯定態度，但對於評鑑實施方式、規準的看法並不一致。(二)教師主要壓力：教師工作負擔過重；時間不足；政策溝通與推廣；缺乏教師專業發展評鑑知能；評鑑方法流於形式，未能有效提升教師專業；評鑑表格繁複，不易填寫；評鑑時間過於頻繁；課室教學觀察準備以及評鑑業務無法傳承。(三)教師面對壓力的因應策略：與同儕他人分享並尋求支持；身心調適與休閒活動安排；有效規劃管理時間以及提升個人專業知能等。

The purposes of this study are to explore the opinions, stress, and coping strategies of elementary school teachers who participate in the “Teacher Evaluation for Professional Development” (TEPD) project. The subjects are five elementary school teachers, interviews are employed for data collection in this study. The preliminary findings of the research are as follows: 1) teachers held a positive attitude towards the purposes of teacher evaluation for professional development project, however, there are differences in terms of evaluation methods and standards. 2)The main stress of teachers who participated in TEPD include teaching load, lack of time, communication and extension of the policy, being short of evaluation knowledge, a formality of evaluation methods, teacher professional competence cannot be enhanced, the complicated forms, the frequency of evaluation, preparation of classroom observation and having problems passing down the evaluation work. 3) Teachers who take part in TEPD project, when they have stresses, the coping strategies include sharing with peers and searching for support, physical and psychological adjustment, arrangements of leisure activities, schedule time effectively and enhance individual’s professional competence.