本研究旨在瞭解台灣地區普通班與啟智班教師教育專業承諾現況，探討國
小普通班與啟智班教師的個人因素、家庭因素、學校因素、社會因素與教
育專業承諾的關係。本研究以自編「國小教師教育專業承諾量表」為研究
工具，採叢集分層隨機抽樣方式，調查普通班與啟智班教師各312人，有
效問卷計普通班教師292人、啟智班教師196人，資料統計分析方法主要使
用多變項變異數分析及多元逐步迴歸。根據調查結果，本研究獲得以下的
結論：一、國小普通班與啟智班教師教育專業承諾均呈現優良正向的特質
，唯兩者間在專業認同層面有顯著差異。二、對國小教師教育專業承諾之
工作投入層面有預測作用的變項有：年齡、教學成就感、性向適配程度、
宗教虔誠程度、教育程度（以上屬個人因素）、行政職務、課程經營自主
程度、學校規模、學校所在地區、工作壓力、同事關係（以上屬學校因素
）、家長支持程度、教師社會地位、社會接納程度（以上屬社會因素）。
三、對國小教師教育專業承諾之專業認同層面有預測作用的變項有：教學
成就感、任教自我抉擇程度、宗教虔誠程度（以上屬個人因素）、家人支
持度、婚姻（以上屬家庭因素）、工作壓力（以上屬學校因素）、家長支
持程度、社會接納程度、教師社會地位（以上屬社會因素）。四、對國小
教師教育專業承諾之留業意願層面有預測作用的變項有：教學成就感、性
別、年齡、性向適配程度、任教自我抉擇程度（以上屬個人因素）、家人
支持度（以上屬家庭因素）、工作壓力、校長領導方式、學校支持程度、
同事關係、學校所在地區（以上屬學校因素）、教師社會地位（以上屬社
會因素）。為提昇教師教育專業承諾，本研究提出對師資培育機構、行政
組織、學校校長、教師及未來相關研究的建議，以供參考。

The purpose of this study was to understand the educational
professional commitment of the self-contained mentally retarded
class' and regular class' teachers in Taiwan and to investigate
the relationship between teacher's background (personal,
familial, school, social) variables and professional commitment.
We adopted "Eduational Professional Commitment of Teachers in
Elementary Schools Inventory" developed in the study as the
instrument. Cluster stratified random sampling was used in the
investigation. Data were collected from 196 self-contained
mentally retarded class' and 292 regular class' teachers. The
obtained data were analyzed by two-way MANOVA and multiple
stepwise regression. Three dimensions were illustrated in the
study; including involvement, professional identity and intent
to stay.The conclusions drawn from the study are as in the
following:1. The educational professional commitment of self-
contained mentally retarded class' and regular class' teachers
were found excellent, but there was a significant difference in
professional identity between them.2. The significant predictors
of involvement are ages, present teaching achievement, fitness
between aptitude and present teaching task, religion devoutness,
educational background, administrative task, self-decision for
curriculum design, school size, school area, work stress,
colleague relationship, pupil's parents' support, teacher social
status, and social acceptance.3. The significant predictors of
professional identity are present teaching achievement, teaching
selection of self, religion devoutness, family support, marriage
status, work stress, pupil's parents' support, social
acceptance, and teacher social status.4. The significant
predictors of intent to stay are present teaching achievement,
sex, ages, fitness between aptitude and present teaching task,
teaching selection of self, family support, work stress,
principal's leadership style, staff support, colleague
relationship, school area, and teacher social status.
Recommendations were made to base on the study findings, for
teacher cultivating institution, education administration,
school administration, principals, teachers, and future study.
The purpose of this study was to understand the educational