本研究旨在探討國民小學教師專業發展評鑑指標之建構的適宜性。主要目的是回答下列三個問題：一、教師對教師專業發展評鑑指標內容的「重要性」與「可行性」的認知如何？二、評鑑指標上應繼續保持與需優先改善的項目內容如何？三、評鑑指標應繼續保持與需優先改善的項目之相對權重值如何？本研究採問卷調查法，以桃園市國民小學教師為研究對象，共計發放858份問卷，回收有效問卷654分，有效問卷回收率76.22％，運用IPA篩選出繼續保持與需優先改善項目，再以AHP層級分析法對15位專家進行調查，計算出各項指標之相對權重值，得到研究結果如下:一、對教師專業發展評鑑指標重要性認知程度在「大致重要」到「重要」之間，以「課程設計與教學」層面得分最高，「研究發展與進修」層面得分最低。二、對教師專業發展評鑑指標可行性認知程度在「大致可行」與「可行」之間，以「課程設計與教學」的層面得分最高，「研究發展與進修」層面得分最低。三、在教師專業發展評鑑指標上應繼續保持的檢核重點有32項，佔46.4％，需優先改善的檢核重點有12項，佔17.4％。「班級經營與輔導」層面是四個層面中權重比最高者。

This study is for the purpose of exploring the construction of teachers' professional development evaluation indicators for elementary school in Taoyuan city. The main objectives of this study are shown as the following: 1) To survey Taoyuan city elementary school teachers' importance and feasibility at teachers' professional development evaluation. 2) To find out the evaluation indicators to keep on and to be improved. 3) Analyze the teachers' professional development evaluation indicators contents and relative weights. All collected data were analyzed by Importance-Performance Analysis (IPA) method. And Analytic Hierarchy Process (AHP) is applied to analyze indicators contents and relative weights by surveying 15 experts. The conclusions are as the following: 1.The importance at teachers' professional development evaluation is above the mid level, between generally important and important. The highest importance is the ＂curriculum design and teaching＂ dimension. The lowest importance is the ＂research development and educational training＂ dimension. 2.The feasibility at teachers' professional development evaluation is above the mid level, between generally feasible and feasible. The highest feasibility is the ＂curriculum design and teaching＂ dimension. The lowest feasibility is the ＂research development and educational training＂ dimension. 3.After IPA analysis, there are 32 descriptors and up to 46.4 % of them fall within the ＂keep up the good work＂ area. There are 12 descriptors and up to 17.4 % of them fall within the ＂concentrate here＂ area. The highest weight value of the four dimension is the ＂classroom management and counseling＂ dimension.