| Summary: | 本研究藉由文件分析、文獻分析、比較分析、歸納分析及實地訪談等研究方法，分析教師評鑑的理論基礎、教師評鑑的性質與內涵、及探究英國教師評鑑制度之發展、內涵與特色，並對我國未來建立教師評鑑制度提出具體建議。
經由上述研究，獲致以下結論：
一、教師評鑑在教育專業化的趨勢中扮演著重要的角色。
二、教師評鑑具有多元化的目的。
三、教師評鑑模式應配合評鑑目的與對象及教育發展而作彈性調整。
四、英國教師評鑑制度是逐漸發展且有其特殊背景。
五、透過立法程序是教師評鑑工作制度化的重要關鍵。
六、觀念的宣導及地方性的實驗研究是教師評鑑制度重要的前導工作。
七、周延的程序及多元的目的是順利推動教師評鑑的重要因素。
八、充分的時間與資源是教師評鑑持續推動的關鍵要素。
九 、教師評鑑不是獨立的工作而是學校整體經營的一環。
十、教師評鑑必須結合相關教育政策才能發揮相輔相成效果。
十一、我國中小學教師成績考核亟需檢討修正。
十二、英國中小學教師評鑑制度足供我國參考。
十三、 建立我國教師評鑑制度時機已趨成熟。
根據研究發現及結論，本研究從以下三方面提出建議：
一、對改進我國現行中小學教師成績考核制度缺失之建議：重新界定教師成績考核之目的；重新規範教師評鑑之範圍；建立多元化的教師成績考核方式；重新建立合適的教師成績考核程序；健全考核委員會之組織；擴大教師成績考核結果之運用；健全教師成績考核申訴制度；明定各級主管教育行政機關應有的角色。
二、對建立我國教師評鑑制度之建議：研究者提出下列五個階段，供作建立我國教師評鑑制度之參考：研議階段；宣導溝通階段；建立共識階段；法制化階段；正式實施階段。
三、對未來研究之建議：持續對先進國家教師評鑑制度進行深入探究；鼓勵學校進行教師評鑑的實驗研究；從事教師評鑑與教師專業發展、學校發展及教育品質關係的實證研究；進行教師評鑑與獎金及薪資關係的實證研究；加強現行教師成績考核制度之研究。
=== By means of documents analysis, literature analysis, comparison, induction, and field work of interview, this research is aimed at investigating both the theoretic basis, the nature, and the meaning of teacher appraisal, and the development, the structure and the characteristics of British system of teacher appraisal. Furthermore, some practical suggestions are put forward for our teacher appraisal here.
Conclusion
1. Teacher appraisal plays an important role in the trend of the professional ization of educational enterprise.
2. Teacher appraisal possesses multifarious purposes.
3. The mode of teacher appraisal should be flexibly modified according to the purpose, the target of educational appraisal, and the educational development.
4. The system of British teacher appraisal had developed stet by step and has its particular background.
5. The process of legalization is the key factor in the institutionalization of Teacher appraisal.
6. Both the dissemination of ideas and the regional experiments and studies are the significant prerequisites of teacher appraisal.
7. Complete and detailed procedures and multifarious goals are the key elements in the success of teacher appraisal.
8. Sufficient time and resources are important for promotion of teacher appraisal.
9. Teacher appraisal is part of, rather than independent of, the whole system of school education.
10. Teacher appraisal and educational policy should be connected with each other for the most benefits.
11. It is necessary to examine and modify our system of both middle and primary school teacher appraisal.
12. British system of middle and primary school teacher appraisal can be referred to for the improvement of ours.
Suggestions
1. The suggestions about how to advance our current system of middle and primary school teacher appraisal.
(1) Redefine the purpose of teacher's achievement assessment.
(2) Rebuild the range of teach appraisal.
(3) Establish multifarious ways of teacher achievement assessment.
(4) Reproduce the suitable procedure of teacher's achievement assessment.
(5) Reorganize the assessment committee.
(6) Extpand the application of the consequences of teacher achievement assessment.
(7) Ameliorate the appealing system of teacher's achievement assessment.
(8) Specify clearly the de jure roles of educational organizations at every levels.
2. The suggestions about how to establish our system of teacher appraisal. Five steps are raised as follows:
(1) The stage of planning;
(2) The stage of dissemination and communiction;
(3) The stage of the formation of consensus;
(4) The stage of legalization;
(5) The stage of implementation.
3. The suggestions for the future
(1) Keep on investigating in depth the teacher appraisal systems in developed countries.
(2) Encourage the school authority to take action on the experiment and studies of teacher appraisal.
(3) Take up the empirical studies of the relationships among teacher appraisal, teachers' professional development, and educational quality.
(4) Carry out the empirical studies of the relationship among teacher appraisal, scholarship, and pay system.
(5) Strengthen the studies of the current assessment system of teachers' performance.
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