本研究在建立教師專業能力之指標，主要研究方法為文獻探討後採用模糊德菲術問卷調查法。藉由文獻探討分析主要來探討相關理論與研究成果，作為本研究的學理依據；再邀請專家對問卷指標逐一確認，以提升問卷效度，作為進一步模糊德菲術問卷的編製依據，分析專家群體意見之差異性，確認專家群體意見是否趨向一致。最後根據模糊德菲術調查問卷的最大值、最小值及最佳單一值化成雙三角模糊函數，進行量化的指標統計篩選。獲得之結論如下： 一、本研究所擬定之指標共計有：教學能力、班級經營與輔導、研究發展與進修、敬業精神與態度等四個層面；在每個層面並分別有三到四個的指標，計有十二個指標；每個指標下分別含有三到九個不等的檢核項目，共計有五十二個檢核項目。 二、本研究所建構之指標系統構面依權重高低依序前三名為教學方法（15.5％）、人際關係（11.1％）、輔導知能（7.9％）。 藉由分析討論獲得結論後，提出相關建議，敘述如下：辦理相關研習，提升專業知能；建立內省能力，提升專業形象；落實教師評鑑工作，作為了解教師績效與改進之參考；教師評鑑制度要與教師專業發展相結合；應視教育現況，建構適切之教師專業能力指標；應提供多元的課程滿足教育的專業化、多元化與國際化，並因應不同生涯發展階段的需求提供教師進修研習的課程。 / The research aimed to establish the indicators of teacher’s professional abilities. Fuzzy Delphi method was utilized for data collection after the discussion of the documents. The theoretical basis of this research was derived from analyzing the documents, discussing related theories and other research achievements. Furthermore, the research was conducted to collect experts’ opinions on the indicators in questionnaires to promote their validity, which was the main basis of compiling the Fuzzy Delphi Method questionnaires. From the questionnaires, the author could analyze the differences of experts’ opinions and confirm whether their opinions could come to agreement. Finally, based on the maximum, minimum and best single value, the author obtained the following conclusions: First, this research consists of four dimensions: teaching ability, class management and student counseling, research development and further education and professional spirits. Each dimension is composed of three to four indicators. There are twelve indicators in total. Each indicator also contains three to nine control items. There are fifty-two control items in total. Second, according to the established indicator system, the author obtains the top three indicators: teaching method (15.5%), interpersonal relationship (11.1%) and counseling competence (7.9%). After analyzing and discussion the data, the author brought up related suggestions described as follows: holding more workshops to promote teachers’ professional competence; improving teachers’ introspective ability to promote their professional images; reinforcing teachers’ evaluation as the reference for their improvements; combining teachers’ evaluation system and profession; according to the educational situation, establishing proper professional indicators for teachers; providing diverse courses and programs according to different stages of teachers’ life arrangement to reach the ideal of professional, diverse and international education.