本研究旨在探討新北市某所國中教師復原力的危險因子與保護因子。本研究採取個案研究法，以立意取樣的方式選取該校四位年資達10年（含）以上的正式教師為研究對象，運用半結構式訪談與觀察法蒐集相關資料。研究結果發現，教師復原力的危險因子，在個人方面包括負向思考、失去尊嚴與自我價值感，以及知覺信念與實踐的衝突等；在脈絡方面包括教育政策、社會價值觀、親師關係、支持系統、組織文化，以及師生關係等。教師復原力的保護因子，在個人方面包括身心健康、堅毅性格、正向思考，以及傾向具體行動等；在脈絡方面包括福利政策、教師專業研習、外在支持網絡、教師會運作、教師學習社群，以及內在支持網絡等。本研究關注教師復原力的發展，歸納出學校脈絡中教師復原力的危險因子和保護因子，藉此提供相關的建議與策略，以提升教師專業生涯的品質。

This study aimed to investigate risk and protective factors of teacher resilience at one of the junior high schools in New Taipei City. This study utilized case study method, and four official teachers with at least ten years of teaching experience were selected as the research subjects by the purposive sampling method; and the semi-structured interviews and observation method were applied to collect relevant information. The research results indicate that the risk factors of teacher resilience, as for the individual aspect, include negative thinking, loss of dignity and self-worth, and perceived conflict between personal beliefs and practices; as for the context aspect, the factors include education policies, social values, parent-teacher relationships, support systems, organizational cultures and teacher-student relationships. The protective factors of teacher resilience, as for the individual aspect, include physical and mental health, characteristic strength, positive thinking, and tendency to particular actions; as for the context aspect, the factors include welfare policies, teacher’s professional learning, external support network, operation of teacher’s organization, teacher’s learning groups and internal support networks. This study focused on the development of teacher resilience, and concluded the risk and protective factors of teacher resilience at the context of school; and we expect this study will be able to provide recommendations and strategies to enhance the quality of teacher’s professional career.