國內融合教育的實施帶給幼兒園老師莫大的衝擊與挑戰，因為他們不僅要教導一般學生，也要同時滿足特殊學生學習上的需求。一些探討學前融合教育實施概況的文獻強調教師是在實施學前融合教育中的關鍵角色之一，教師若缺乏了有助於提昇學生學習成就的教學行為，特殊學生在普通教室中可能會持續性地經驗失敗。若是如此，則融合教育的預期目標可能無法達成。
為了滿足學前義務教育中所有兒童的學習需要，並提昇其學習表現，處於第一線的幼兒園老師是否具備適當的、有效的教學行為，是值得加以重視的。在學前義務教育與學前融合教育的趨勢下，本研究旨在探討幼兒保育系應屆畢業生不同的背景經驗與教師效能之差異，以提供教育行政主管機關作為執行政策與師資培育之參考，使學前義務教育的實施確實能嘉惠所有兒童的需要。
研究結果沒有發現性別和學校規模大小的背景因素在教師效能上存在顯著的差異以外，其餘在年齡、學制、職務、年資、班級大小、學校所在地、與任教年齡層均顯示在部份或全部的教師效能項目上有顯著的差異性。

Teachers face the challenges of inclusion, because they not only teach students in general education, but also teach students with special needs. Research emphasized that teachers are the main roles in applying inclusion. If teachers lack of teaching behaviors improving students’ achievement, students with special needs may experience fail consistently.
If so, the aim of inclusion may not be achieved.
In order to accommodate students’ needs, teachers must have appropriate teaching behaviors. The purpose of this study was to investigate the differences between teaching background and teacher efficacy. The results found that there was no difference between gender, the size of schools and teacher efficacy. Age, study program, working experience,class size, location of school, and grade were different from teacher efficacy.