本研究旨在探討教師專業發展評鑑、組織學習、工作投入及教師效能之關聯性，並以組織學習、工作投入作為中介變項來加以探討。因此，以雲嘉地區參與教師專業發展評鑑的國小教師為研究對象進行問卷抽查，研究工具包含教師專業發展評鑑、組織學習、工作投入與教師效能等量表。本研究以統計軟體對調查結果進行分析，並檢驗線性結構模式之配適度。驗證結果顯示，整體模式配適度達檢定水準，表示本研究的理論模式可獲得支持；除了組織學習對教師效能的影響效果不顯著，工作投入於教師專業發展評鑑與教師效能間並無中介效果以外，教師專業發展評鑑、工作投入對教師效能皆有正向顯著的影響；且組織學習於教師專業發展評鑑與工作投入之間具完全中介效果；工作投入於組織學習與教師效能之間亦具部分中介效果。 The purpose of this study was to explore the relationships between teachers' professional development evaluation, organizational learning, job involvement and teacher effectiveness with using organizational learning and job involvement as an intermediary factor. The objects were elementary school teachers, involved in teachers’ professional development evaluation in Yunlin and Chiayi County. The investigation was used teachers professional development evaluation scale, organizational learning scale, job involvement scale and teachers effectiveness scale as instrument. In this study, statistical software analyzes the survey results and tests the model with a linear structure moderately. Validation results show that the overall model fit the standard level of certification, which means that the theoretical model of this research available to support teachers’ professional development evaluation. In addition, organizational learning is not significant effect to teachers’ effectiveness. Job involvement in teachers professional development evaluation between teachers effectiveness is no mediating effect. There are significant positive impact on job involvement to teacher effectiveness, organizational learning in teachers professional development evaluation between job involvement with a fully mediating effect and job involvement in organizational learning between teachers effectiveness with a partial mediating effect.
