自從開辦教育學程以來，學子們對於自己是否適合從事教職常會感到困惑，教育學程中心則飽受招生之苦，中小學也面臨甄選教師的難題，這些問題的關鍵之一就在於我們不能確定新任的教師應該具備哪些教學技能。本研究意圖透過教師工作分析，確認新任中學教師的主要工作內容，歸納出所需的教學技能，期能提供學子自我評量是否能夠勝任這些工作，也提供教育學程甄試學生，以及中小學甄選教師的參考。本研究經過文獻分析、深度訪問、兩次預試，歸納出50項工作。正式題本施測於210位國中女老師，87位國中男老師，294位女大學生，夻82位男大學生。資料分析主要基於晚近盛行的Rasch測量模式。結果發碧在重要性方面，教師們基本上都認為這些工作對新進教師都很重要。相對而言，他們認為最重要的工作主要在於「班級經營」和對學生的「生活輔導」方面。在大學生對這些工作自評的勝任度方面，基本上大家都自認能夠勝任這些工作，尤其是對「計畫與準備教學」方面更是如此，可是他們對「班級經營」則較感吃力。本文分別從有意修習教育學程大學生、開辦教育學程的大學院校、國民中學三方面探討了這項研究發現的應用和意涵。

Since the onset of teacher education programs in colleges, students have difficulties in deciding whether to apply for the programs or not. The committees of the programs struggle in selecting applicants. In the meantime, primary and secondary schools suffer in choosing beginning teachers. The first step to resolve the problem is to identify core jobs of beginning teachers, which is the main purpose of this study. Through a literature review, interview, and pretests, we classify 50 core jobs under six dimensions. The resulting inventories were administered to 210 female secondary teachers, 87 male secondary teachers, 294 female college students, and 182 male college students. The Rasch technique was used to analyze the data. It was found that most teachers consider these 50 jobs important to beginning teachers. Dimensions “classroom management” and “guidance and counseling” are the most important. The college students, assuming themselves to be beginning teachers, consider themselves capable of these 50 jobs, especially the jobs about “planning and preparing instruction”. However, they feel relatively incapable of the jobs about “classroom management”. Applications and implications of the findings are discussed in three aspects：college students, educational institution, and secondary schools.