本研究之主要目的在分析與比較各種不同師資培育體系的國小初任教師在教學現場上的專業表現，經以問卷調查六個縣市國小教務（導）主任，由他們評定不同師資培育體系畢業的初任三年內教師之教育專業表現做比較，結果獲得結論如下：
一、對於不同師資培育體系初任國小教師教育專業表現上的評定，並不受教務（導）主任本身之背景變項所影響。
二、不同師資培育體系的初任國小教師在教育專業表現上之輔導能力、研究能力、教育態度和教育信念有顯著差異，但在教學能力和行政及班級經營能力上則無顯著差異。
三、擔任不同職務的初任國小教師在教育專業表現有部分顯著差異，且級任導師優於科任教師。
四、不同初任年資、任教科目、性別及最高學歷的初任國小教師教育專業表現無顯著差異。

The aim of this study attempted to explore the relative education professional performances demonstrated by the elementary school novice teachers from different teacher education systems. Six counties were involved in the survey study. The participants, the academic directors, evaluated 1-3 novice teachers in their schools and filled in the questionnaires. Results of this study were as follows:
1. The academic directors with different educational background did not affect the objective assessment of the education professional performances demonstrated by the elementary school novice teachers from different teacher education systems.
2. The elementary school novice teachers graduated from Teacher Colleges performed better in student guidance, educational research, and educational attitude than those trained in post-bachelor teacher training classes; however, there were no significant difference found in teaching ability and administrative work and classroom management. As to educational belief, the elementary school novice teachers graduated from Teacher Colleges performed best among various teacher education systems.
3. The home room novice teachers performed better in the education professional performances than those who merely taught a specific subject.
4. Regardless of years of service, subject taught, sex, and levels of education received, there was no significant difference found in the elementary school novice teacher’s education professional performances.