本研究主要的目的在探討學校人員對身心障礙資源班教師的角色期望、資源班教師對其角色期望與踐行的情形及阻礙資源班教師角色踐行的因素。研究者自編「國民小學身心障礙資源班教師角色調查問卷」，採問卷調查的方式，以台灣省、台北市及高雄市國民小學學校人員為研究對象，隨機抽樣157所學校，在942份問卷中，回收有效問卷718份，並進行資料的統計分析。再以立意取樣的方式，訪談台北縣及台北市十位資源班教師，以「資源班教師訪談大綱」，採半結構的訪談方式，了解分析資源班教師其角色踐行時所遇到的困難與問題，玆就主要研究發現與結論分別說明如下：
(一)學校人員對資源班教師角色的期望略有所不同。行政主管人員和普通班教師在諮詢角色方面的期望高於資源班教師。而行政主管人員在行政經營的期望上則高於普通班教師和資源班教師。此結果顯示資源班教師和學校人員的溝通仍需加強，尤其在諮詢角色方面更需再努力。
(二)在資源班教師的角色踐行上，踐行程度較高的角色是偏重於教學與鑑定的角色；踐行程度較少的角色皆偏向諮詢的範疇。由此可知，資源班教師角色踐行中，以教學與鑑定工作為重點，而諮詢方面的支援服務較為不足。
(三)在資源班教師四項背景變項的分析，發現女性教師的角色期望高於男性教師。41-50歲的資源班教師在鑑定、教學、諮詢及公共關係等角色的踐行上優於30歲以下的資源班教師。修滿20個特教學分的資源班教師比未修滿20個特教學分的資源班教師在咨詢角色的踐行上表現較優。
(四)資源班教師在角色期望與角色踐行之間，有明顯的差距，在五個資源班教師角色上，角色期望顯著大於角色踐行。在27項角色職責中，有24項的角色踐行低於角色期望，表示資源班教師的實際行為尚無法達成自己所設想的目標。
(五)影響資源班教師角色踐行的主要因素是：(1)教學時間佔用過多。(2)資源班教師的專業素養不足。(3)普通班教師級務繁忙。(4)家長的配合不足。(5)缺乏行政主管單位的支持。
本研究除對研究發現加以討論外，研究者並提出建議，以供資源班教師推行資源教室方案，教育行政當局訂定資源教室方案法規及師資培訓單位開設相關課程之參考。

The aim of this research is to explore and discuss both the school staff's role expectation of the resource room teachers, and the latter's own assessments of their role expectations and performances, including consideration of hindrance factors. First the researcher use a form of questionnaire-The Elementary School Resource Room Teacher Role Function Scale to investigate the above-mentioned attitudes to role expectations and performances. Then, the researcher uses The Resource Room Teacher's Interview Outline (again, a kind of questionnaire which is in a semi-structured interview form) in order to understand and analyze the difficulties and problems that the resource room teachers face as they perform their roles in their daily teaching jobs. The main findings of this study will be discusses and elaborated upon as follows:
1.The study shows that there exist differences among the school staff's role expectations of the resource room teachers. The expectation in the category of consultation of the performances of the administrators and classroom teachers is higher than that of the performance of the resource room teachers; whereas the expectation in administration operation of the administrators is higher than that of the classroom teachers and the resource room teachers. The outcome reveals that communication between the resource room teachers and the school staff needs some push, especially in the consultation role performance area.
2.On discussing the resource room teachers' role performance, we may find that a higher performance level exists in the areas of teaching and assessment, whereas, there is a lower performance level in the consultation role. Owing to this, we may understand that the resource room teachers' skill lie mainly in teaching and assessment, and that they are not so adequate in fulfilling their consultation role.
3.In the analysis of four different personal background of resource room teachers, we find that role expectations of the female teachers are higher than that of the male teachers. The resource room teachers between 41 and 50 years old are superior to those whose ages are below 30 in role performances: i.e. in terms of assessment, teaching, consultation, and public relationships. The resource room teachers who have taken 20 credits in special education have better role performances than those who have not taken 20 special education credits.
4.There is a remarkable gap between the resource room teachers' role expectation and performance. The role expectation is significantly larger than the role performance in five job functions of the role resource teachers. In the 27 items, there are 24 items in role performance being lower. than role expectation. This indicates that the resource room teachers fail to achieve their goals, in the sense that their actual performances do not match their role expectations.
5.The major factors that cause this are as follows: A) Too many teaching hours; B) Lack of professional training of the resource room teachers; C) Classroom teachers being too busy in class affairs; D) Lack of parental cooperation; E)Lack of support from the administrators.
This study not only discusses the findings of the research but also reaches conclusions which provide the resource room teachers, the educational administration authorities, and the teacher training units with suggestions.