This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore teachers’ perception of character education and its effectiveness in primary schools of New Taipei City. The main purposes of this study include: 1.To explore teacher’s perception of character education in primary schools of New Taipei City.. 2.To explore teachers’ attitude towards the effectiveness of character education in primary schools of New Taipei City.. 3.To analyze the differences of teachers with different backgrounds in their perception of character education. 4.To analyze the differences of teachers with different backgrounds in their attitudes towards the effectiveness of character education. 5.To propose suggestions, based on the research findings, useful for the reform of related policies in the future.. The questionnaires of this study, via stratified random sampling, were sent to 463 teachers in 21 public primary schools in New Taipei City. 427 valid questionnaires were returned and analyzed, with a response rate of 92.22% The conclusions of this study can be summarized as follows: 1.Teachers hold moderately supportive perception of character education, while the dimension of ‘goals of character education’ having the most positive support, the dimension of ‘assessment of character education’ gain the least. 2.Teachers’ attitudes towards the effectiveness of character education tend to be highly positive, while the dimension of ‘goals of character education’ valued the highest, the dimension of ‘assessment of character education’ valued the lowest. . 3. Teachers’ perception of character education varied significantly with their gender, the years of teaching in the schools they are serving, and whether taking administrative posts. 4. From the dimension as a whole, there were no significant differences in the perception of teachers in terms of their age, educational qualifications, status of teachers, school size, the accumulative years of teaching, as well as years of administrative work. 5. From the dimension as a whole, teachers’ attitudes towards the effectiveness of character education varied significantly with gender, status of teachers, school size, the years of teaching in the schools they are serving, and whether taking administrative posts. 6. From the dimension as a whole, there were no significant differences in teachers' attitudes towards the effectiveness of character education in terms of their age, educational qualifications, status of teachers, school size, the accumulative years of teaching, as well as accumulative years of administrative work. 7. In some individual indicators or items, significant differences are found in the teachers’ perception of character education and their attitudes towards the its effectiveness, respectively . 8.There is a moderate positive correlation between teacher’s perception of character education and their attitudes towards its effectiveness