台灣的教師專業發展評鑑自2006年試辦至今已邁入第六年，亦已有許多研究進行探討。但至目前為止，較缺乏全面性的調查以了解此計畫的實施成效，也甚至了解學校教師以外的意見。有鑒於此，本研究之研究對象，為全國參與100學年度1028個參與試辦的高中職及國中小教師專業發展評鑑之21442位教師，及在學校參與教師專業發展評鑑小組中之學生家長(或家長會長及副會長)，以網路問卷方式採取普查方式進行調查。經網路問卷回收統計，教師部分計有有效問卷6316份，約29.46%。家長部分計有747份。

　　經由上述的研究過程，得到以下的研究結論：
一、 教師對教師專業發展評鑑之實施認同程度高，其中實施過程成效的認同度比實施成果各面向成效高。
二、 教師專業發展評鑑在實施過程的認同度，以自評(自評表、教學檔案)與他評(教學觀察、他評學習、教學檔案)獲益的認同程度最高。
三、 教師專業發展評鑑在實施成效的認同度，依次為「研究發展與進修」、「課程設計與教學」、「敬業精神與態度」、「班級經營與輔導」。
四、 在實施過程中在教師、制度及推動層面確實有若干困難需要克服，亦有些建議需要思考。
五、 家長對教師評鑑實施看法，其認同程度比教師高。

　　依據研究結果，提出下列幾點建議：
一、 教師專業發展評鑑可配合教師減課誘因，取得法源依據，全面實施。
二、 應善用評鑑結果，適度的給予教師獎勵、輔導或其他後續處理。
三、 簡化評鑑流程，尤其是書面作業。
四、 教師專業發展評鑑項目可提供具體參考指標。
五、 縣市應設有專責推動單位及人員，並提供教師更多的資源、支持與專業行政協助。
六、 提供學校或教師標竿學習機會，強化實施成效。
七、 加強評鑑專業人力培訓，推動長期專業人力培育計畫。

　　The experimental teacher professional development evaluation has been practiced since 2006; however, few researches are conducted comprehensively in order to further understand the effectiveness of this program. Thus, this study aims to examine the effectiveness of teacher professional development evaluation as well as to have a better understanding of the opinion from teachers and parents. The objects of study are 21442 teachers who participated in experimental teacher professional development evaluation in 1028 schools, including elementary schools, junior high schools, senior high schools and vocational schools and parents (or presidents and vice-presidents of Parents Association) who participated in the same program. The study is conducted through internet questionnaire. A total of 6316 questionnaires from teachers are valid, reporting a 29.46% returned valid rate. And 747 questionnaires from parents are valid for the study.

　　The conclusions of the study are as following:
1. Teachers have a high level of acceptance of the implementation of teacher professional development evaluation. And the acceptance of the effectiveness in the practice process is higher than the effectiveness of perspectives of practice results.
2. Among the acceptance of the effectiveness in the practice process, self-evaluation (self-evaluation forms and teaching files), and other-evaluation (teaching observation, other-evaluation learning and teaching files) have the highest level of acceptance.
3. The acceptance of effectiveness of practice results from the highest to the lowest are: "Research development and education,” ”Curriculum design and teaching,” "Professionalism and attitude," "Classroom Management and Guidance."
4. There are several difficulties that need to overcome in the teacher, institutional and promotional level during the practice process. And there are some advices that needed to be considered and reflected on.
5. Parents ‘acceptance of the implementation of teacher evaluation is higher than teachers’.

　　According to the conclusions, there are some suggestions:
1. Teacher professional development evaluation could be practiced with the incentives for teachers having fewer classes and with obtaining a legal basis.
2. To utilize the results of evaluation in an appropriate manner, such as encouraging teacher properly and giving guidance afterwards.
3. To simplified the procedures of evaluation, especially in written form.
4. To provide specific reference indicators to the items of teacher professional development evaluation.
5. To establish an organization in county and city level that responsible for teacher evaluation in order to provide more resources, support and professional administrative assistance to teachers.
6. To provide bench–marking learning opportunities for teachers and schools in order to improve the practice results.
7. To strengthen the manpower training of professional evaluation, and to promote long-term professional training plan.