高职教师专业发展制度有效性研究是对促进高职教师专业发展的三项重要制度（教师资格证书制度、教师企业实践制度和教师职称评审制度）的有效性进行分析的研究。对该问题的研究旨在发现掣肘我国高职教师专业发展的制度层面的症结，有助于提高高职教师专业发展制度有效性，促进高职教师专业发展。在该制度中，资格证书制度属于“门槛性”制度，规定教师专业发展应具备的基本专业素质；教师企业实践制度属于支持性制度，为教师专业发展提供必要平台；教师职称评审制度是对教师专业发展进行评价的制度，兼具评价与奖励功能。首先，本研究构建一个“双维多视角”制度有效性分析框架，旨在从制度的价值有效性和功能有效性两个维度来审视该制度；然后，对高职教师专业发展方向及素质结构进行探究，为本研究提供了必要的理论基础。其后，根据本研究的问卷调查数据、访谈资料和相关文献，依次对教师资格证书制度、教师企业实践制度和教师职称评审制度的有效性进行剖析。研究发现，其一，教师资格证书制度的价值有效性与功能有效性较弱。其二，教师企业实践制度的价值有效性较高，但功能有效性较弱。其三，对教师职称评审制度的三种类型，即“同一型”、“单列型”和“内分型”进行分析，发现“同一型”的价值有效性与功能有效性均较弱，“单列型”的价值有效性与功能有效性均较强，而“内分型”的价值有效性和功能有效性则介于前两者之间。针对高职教师专业发展制度整体上有效性较弱的问题，本研究重点从三方面进行原因探究，得出如下主要观点：在制度设计理念上，该制度实质正义存在残缺，程序正义不足；在制度实施过程中，该制度存在委托代理不完全或受阻滞或受限制等问题；在制度变迁动因上，该制度的创新动因受到诸多因素制约。最后，提出提高高职教师专业发展制度有效性的思想、原则及策略。建议在“和而不同”、“道法自然”及“跨界合作”思想观照下，在“兼顾制度实质正义与程序正义”、“完善委托代理机制”等原则指导下，制定相对独立的高职教师资格证书制度，试行“让渡教师部分劳动力支配权给企业”的教师企业实践制度，以及实行“单列型”高职教师职称评审制度等。

The research is on Faculty Professional Development Institution’s Efficacy of Higher Vocational Education in China, which contains three systems—Teacher Certification System, Teacher Training System in Enterprise and Teacher Professional Title System. The research aimed at finding out the crucial cause of the institution which restricts the faculty professional development can be conducive to improving Faculty Professional Development Institution’s Efficacy, and promote the faculty professional development as well. Among three systems, Teacher Certification System stipulates the basic professional quality which faculty should obtain during their professional development as a threshold. Teacher Training System in Enterprise supports and promotes the faculty professional development by offering the necessary conditons. Teacher Professional Title System makes an evaluation of faculty professional development, which plays an appraisal and encouraging role. First of all, the study constucts an analysis framework of the Institution’ Efficacy named “double dimension with multiple perspectives”, which contains two dimensions——the efficacy of value and function. And then, orientation and competence structure are discussed and studied, which are the essential theoretical foundations for the research. Afterwards Faculty Professional Development Institution’s Efficacy is analyzed according to the questionnaire survey data, interview data and pertinent literature in the following order——Teacher Certification System, Teacher Training System in Enterprise and Teacher Professional Title System.This study shows that the institution’s efficacy doesn’t work efficiently as a whole. Firstly, the value and function effectiveness of Teacher Certification System is inefficient. Secondly, the value efficacy of Teacher Training System in Enterprise shows relatively high, but the function effectiveness is fairly inefficient. Thirdly, there are three kinds of Teacher Professional Title Systems. The first kind system called “identical type”, which is the same with that of general university, works inefficiently on both of value and function aspects. The second system called “separate type”, which is separate from that of general university, has relatively efficient effectiveness on both of value and function terms. The third one means that higher vocational college teachers and general university teachers share the same system in form, but there are some customized standards for each of them. And its value effectiveness and functional effectiveness fall in between the first type and the second one.The study has been conducted on the reason of low efficiency of Faculty Professional Development Institution of Higher Vocational Education in China. The research results show three reasons. First, viewed from the ideology of the system design, the substantial justice of the institution is imperfect, so is the procedural justice. Second, in some degree, trusteeship agency of the institution is conducted incompletely, suffocated, or limited in the process of system implementation. Third, viewed from the move and cause of institutional change, innovative impetus of the institution is insufficient because of several factors restricting.Finally, some ideas, principles and strategies are put forward to improve the institution’s efficacy. Therefore, thoughts of “Harmony in diversity”, “Tao follows nature” and “Cross-border thought” should be considered. The principles of giving consideration both to substantial justice and to procedural justice and improving the principal-agent mechanism should be insisted on. On the basis of the above, we should establish relatively independent Teacher Certification System, and try out Teacher Training System in Enterprise which part of the teachers’ right to dispose of labor power should be enfeoffed to enterprise, and implement the separate-typed Teacher Professional Title System.