During the period from the end of the nineteenth century to the 1970s, a large number of research achievements about effective teachers were made abroad. From the 1950s to the 1980s, the relationship between teachers’ behaviors and effects became a hot topic for researchers in the United States and the United Kingdom, resulting in effective standards of teaching behavior and other achievements. In the mid-1980s, the United States first proposed the evaluation of teachers’ professional development, focusing on students’ learning achievements. In the twenty-first century, the United States, the United Kingdom, France, and Japan have all formed a teacher professional standard or evaluation system that not only integrates teachers’ characteristics and teaching behaviors, but also focuses on students’ learning achievements. Since the domestic related research started late, it still focused on conceptual research. The future direction should be in-depth, continuous and extensive cooperation to carry out empirical research on the relationship between teachers’ characteristics, teaching behavior and students’ learning achievements, and a professional, effective, and practical teacher evaluation policy mechanism should be established at the application level.