本研究旨在探討國中普通班教師融合教育態度、對不同障礙知能與擔任身心障礙學生導師意願三者間的關係。
本研究首先透過文獻探討闡明普通班導師在融合教育下對身心障礙學生之重要性，並參考相關文獻經過專家效度、預試、試題分析及探索性因素分析後，自編形成「國中普通班教師融合教育相關態度調查表」。正式施測以隨機抽取方式以新北市國中普通班教師為對象進行問卷調查，扣除無效樣本後，有效樣本共431份。
研究結果顯示：
一、 男性國中普通班教師在部分融合教育態度、對不同障礙知能層面有顯著高於女性教師。
二、 有無行政經驗的國中普通班教師在部分融合教育態度、對不同障礙知能層面有顯著差異存在
三、 有無導師經驗的國中普通班教師在擔任身心障礙學生導師意願各層面有顯著差異存在
四、 融合教育態度與對不同障礙知能有顯著正相關
五、 融合教育態度與對擔任身心障礙學生導師意願有顯著正相關
六、 對特定類別障礙知能對擔任該類別身心障礙學生導師意願有顯著正相關
七、 部分融合教育態度層面及對特定類別障礙的知能可以有效預測擔任身心障礙學生導師意願

The purpose of this study was to explore the relationship between teachers' attitude toward inclusive education, knowledge of different disabilities, and willingness to serve as tutors for students with disabilities in junior high schools.
This study first discussed the literature to clarify the importance of ordinary class tutors for students with disabilities in inclusive education. After referring to relevant literature, through expert validity, pre-test, test question analysis and exploratory factor analysis, a self-compiled "Junior High School Survey Form on Attitudes Related to Inclusive Education for Regular Class Teachers" was made. For the formal test, appropriate subjects were selected from ordinary class teachers of junior high schools in New Taipei City for questionnaire survey, with a total of 431 valid samples.
The study results were as follows
1. There are significant differences in the attitude of junior high school teachers of different genders towards inclusive education and their knowledge of students with different disability.
2. There are significant differences in the attitude of junior high school teachers who with or without administrative experience towards inclusive education and their knowledge of students with different disability.
3. There are significant differences in the willingness to serve as tutors for students with disabilities between junior high school teachers with or without tutoring experience.
4. There is a significant positive correlation between attitudes toward inclusive education and knowledge about of different disabilities.
5. There is a significant positive correlation between attitude toward inclusive education and willingness to serve as a tutor for students with disabilities.
6. There is a significant positive correlation between knowledge of specific types of disabilities and willingness to serve as a tutor for students with specific types of disabilities.
7. Some aspects of inclusive education attitudes and knowledge of specific types of disabilities can effectively predict the willingness to serve as a tutor for students with disabilities.

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