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The purposes of this study were to investigate the current situation of the identification of teacher evaluation for professional development and the professional commitment of elementary school teachers, to analyze the differences between the identification of teacher evaluation for professional development and teacher’s professional commitment with different backgrounds, and to investigate the relationship between the identification of teacher evaluation for professional development and the teacher’s professional commitment. Finally, this study attempted to verify these factors for prediction. The research data were collected through questionnaire survey. The research samples included 515 teachers selected from 51 elementary schools in Taipei City. The returned data were analyzed statistically through t- test, one-way ANOVA, Scheffe, method, Pearson product-moment, and stepwise multiple regression analysis.Based on the processed information, conclusions are listed below: 1. The current condition of the identification of teacher evaluation for professional development and the professional commitment of elementary school teachers is good. 2.There are significant differences in the performance of the identification of teacher evaluation for professional development in terms of designated duty, school size, and participation in formative teacher evaluation. 3. There is no significant difference in the performance of the identification of teacher evaluation for professional development in terms of sexuality, years of service, and education background. 4.Significant difference in the performance of teacher’s professional commitment can be found among teachers of different designated duty,school size, and education background. 5.No significant difference in the performance of teacher’s professional commitment can be found among teachers of different sexuality, years of service, and education. 6.There is a moderate positive correlation between the identification of teacher evaluation for professional development and the professional commitment of elementary school teachers. 7. The identification of teacher evaluation for professional development can predict the whole scale of professional commitment of elementary school teachers, and also in the sub-scales as follow,“profession identification”,“job involvement”, “position-retaining intention”,“advanced study”and“profession ethics”. Based on the research results, this research provided some suggestions for the education authorities, the elementary schools, teachers of elementary schools, and follow-up researchers for the future studies respectively.
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