本研究旨在探討高雄市國中小教師對教學輔導教師制度的看法、實施困境及其因 應之道。採用問卷調查與訪談法蒐集資料，工具為「高雄市實施教學輔導教師制 度之意見調查問卷」以及訪談大綱。問卷調查對象以高雄市100學年度公立國中 小241所國民小學、79所國民中學之教師為母群體，採分層隨機抽樣方式，發 出716份問卷，回收有效問卷675份，有效問卷回收率為94.3%，而後訪談具有 高雄市教學輔導教師經驗之5位教師。經統計與訪談資料分析後，歸納結論如 下：（一）高雄市教學輔導教師制度的運作模式可區分為目的、角色與職責、培 訓方式與內容、遴聘方式、服務對象、工作條件與評鑑七個層面；（二）高雄市 教學輔導教師制度運作模式各層面皆有其推動重點；（三）贊成高雄市實施教學 教師制度與否之成因各異，並根據研究結論提出建議。

The study aimed to explore the junior high school and elementary school teachers’ perceptions of mentor teacher system in Kaohsiung City, including the difficulties that school might encounter and the ways of handling it. The researchers used both questionnaire and interview to collect data. The tool that was used to collect data was the “Questionnaire of Mentor Teacher System at Kaohsiung City.” The populations were the teachers of 241 elementary schools and 79 junior high schools in Kaohsiung City. The study used stratified random sampling and distributed 716 questionnaires. 675 questionnaires were return and the valid response rate was 94.3%. Then the researchers interviewed 5 teachers who were mentor teachers in Kaohsiung City. After statistical and qualitative data analysis, the study made the following conclusions: 1. The operation of mentor teacher system in Kaohsiung City could be divided into 7 areas such as purposes, roles and responsibilities, training, selecting, target group, working condition, and evaluation. 2. The different areas of the operations of mentor teacher system all had their major tasks. 3. Teachers held different reasons on whether or not they agree with the mentor teacher system in Kaohsiung City. Relevant suggestions were proposed for future references.