本研究旨在探討國小教師之性別角色及對參與專業發展評鑑態度與教師專業成長關聯之影響。經由文獻探討，建構本研究基礎架構；並編製「性別角色量表」、「參與教師專業發展評鑑態度量表」以及「教師專業成長量表」。研究對象為在一０二學年度已參與教師專業發展評鑑的嘉義縣國小教師。正式問卷共回收216份有效問卷，回收率為96.0%。經由統計分析，歸納出本研究之結論，並提出建議，以利教育行政機關、學校單位和國小教師群及後續研究者相關之參考。 研究發現：(1) 教師之性別角色以「兩性化」居多、未分化次之。(2) 教師在參與教師專業發展評鑑態度知覺大致良好，屬中上程度。(3) 教師在教師專業成長之現況大致良好，屬中上程度。(4) 教師的參與專業發展評鑑態度對教師專業成長有顯著正向影響。(5) 教師性別角色對教師專業成長具有顯著正向影響。(6) 教師性別角色對參與教師專業發展評鑑態度與教師專業成長具有干擾效果。(7) 教師性別角色為兩性化、男性化時，分別對參與教師專業發展評鑑態度與教師專業成長具有顯著影響。 This research aims to discuss the gender roles of elementary school teachers, professional development evaluation attitudes, and teacher professional development. According to literary reviews, construct the basic frame of this research; also work out “gender role scale”, “participatory teachers’ professional development evaluation attitudes scale” and “teacher professional development scale.” The participants in this study are elementary teachers in Chia-yi County who have already taken part in teacher’s professional development evaluation. There are 216 effective questionnaires, and the recycling rate is 96.0%. By the way of statistic analysis, we draw a conclusion, and make practical suggestions to educational government, schools, elementary school teachers as well as subsequent researchers.Results:1. Teacher’s gender roles are mostly androgyny, and the undifferentiated takes second place.2. Teachers’ perceptions are generally positive of participatory teachers’ professional development evaluation attitudes, above the average.3. Teachers’ current situation in teacher professional development is generally positive, above the average.4. Teachers’ participation in teacher’s professional development evaluation has positive influence.5. Teacher’s gender roles have positive influence on teacher professional development.6. Teacher’s gender roles have an effect upon participatory teachers’ professional development evaluation attitudes, and teacher professional development.7. Teacher’s gender roles are androgyny and masculinity individually have notable effects on participatory teachers’ professional development evaluation attitudes and teacher professional development.
