教育是社會進步與國家發展的核心力量，師資良窳是決定教育改革成敗的主因，師資素質的提昇與專業標準的界定是當代師培發展的核心。具備研究能力與學習能力的教師，將使教育成為持續改進的動態歷程，是故我國大力推動教師專業發展評鑑，期帶來教師自我發展與改進。 評鑑指標透過與績效責任的連結，打破教師專業的藩蘺，為教師權威帶來挑戰，也造成教師的質疑。為減輕教師對專業發展評鑑的抗拒，本研究從教師權威的視角切入，探討教師專業發展與權威運作之關係；並經由深度訪談的質性研究，了解教師從事專業發展之目的，以提供教師與行政機關不同的思考方向。 經由研究訪談與分析的結果，教師權威可分成形式權威與實質權威加以探討，教師在專業發展的歷程中，經由對權威的反思與批判，逐漸形塑專業的教師圖像。專業發展評鑑因此提供教師生涯進路的佐證與規劃方向，經由實質權威的運作提昇專業認同，使教師覺察自我完成的使命。 / Education is the core of national development. Being the main reason of the success to education renewal, the development of teacher’s quality and the assessment of profession is thus highly valued. A teacher with research and learning ability will make education an improving process. For the development and improving of teacher, Taiwan is pushing teacher professional development assessment hardly. The combination between assessment and accountability challenges teacher’s authority, and bring teachers’ critics. In order to ease the resist toward teacher professional developmental assessment, the research view form the sight of teacher’s authority, discuss the relationship between teacher professional development and authority. And understand the purpose of teacher pursuing professional development through qualitative research. Therefore the research can provide a different way for teacher and administration. This research divides teacher authority into formal authority and essential authority. Teachers reflect and judge authority in the process of professional development, and forms professional teacher image. Professional developmental assessment provides the guideline for teachers’ life development, and improves professional identity through essential authority. Teacher is thus aware of the mission of self-completeness.