關於探討教師專業能力發展對於教學效能之影響，以往研究較少同時整合外在因素與內在因素；本研究採取行銷導向的觀點，將教師視為學校組織的內部顧客，整合內部行銷策略為外在因素、教學信念為內在因素，以探討內部行銷、教學信念、教師專業發展與教學效能之關係。本研究以國民中學332位教師為研究對象進行實證問卷調查，資料分析方法為結構方程模式。研究結論發現：內部行銷與教學信念對於教師專業發展有顯著正向的影響；教師專業發展對教學效能有顯著正向的影響；並且更進一步驗證教師專業發展的中介效果，內部行銷與教學信念能夠經由教師專業發展的中介轉化機制，進而有助於提升教學效能。最後提出供學校組織參考之實務建議及未來研究建議。

Little research explores the effects of external and internal factors on teacher professional development and teaching effectiveness. Based on the marketing-oriented perspective, this study regards teachers as internal customers in school organizations. This study integrates internal marketing strategies as external factors and teaching beliefs as internal factors to explore the relationships between internal marketing, teaching belief, teachers’ professional development, and teaching effectiveness. This study employs a quantitative survey method to collect data from 332 teachers in junior high schools. The data analysis method is structural equation modelling. The results indicate that internal marketing and teaching belief have significantly positive influences on teaching effectiveness. Professional development has a significantly positive influence on teaching effectiveness. The mediating role of professional development is further demonstrated in the relationships between internal marketing, teaching belief, and teaching effectiveness. This study provides specific suggestions to educational organizations and future research.