growth of grade school intern teachers. A survey designed by the authors were administered to 256 interns. Data were

analyzed using descriptive statistics and structural equation modeling (SEM). Results indicated that (a) interns scored in the

middle range on their levels of role perception, vocational commitment, and professional growth, and there is a significant

positive correlation among the three variables. Meanwhile, the effect of role oerceotion on professional growth is mediated

by vocational commitment. Several suggestions are offered based on the results. First, intern teachers in grade school need to

develop more positive appraisal of professional role. Second, intern teachers need to develop stronger commitment to the

vocation. Future research should focus more on the contributions of role perception and vocational commitment to teachers’

professional development.