本研究針對台中縣市幼稚園的新手與資深教師，實施問卷調查，以瞭解新手教師與資深教師在教學思考的負荷、社會支持及教學表現上的現況，及二者教師在此三方面上的差異情形，並探討教學思考的負荷與社會支持對教學表現的關係。本研究回收304份新手教師問卷與336份資深教師問卷，問卷資料採多變量變異數分析、結構方程模式等統計方法，進行資料分析。研究結果發現一些重要結論，首先，新手教師在教學思考的負荷情形高於資深教師，而其社會支持與教學表現則低於資深教師。其次，新手教師在教學思考的負荷與社會支持，對其教學表現具有中度影響效果。第三，教師教學思考的負荷與社會支持對教學表現的關係之模式，與二類實徵資料之間，均具有尚佳的適配度。第四，新手教師在教學思考的負荷對教學表現的影響力，高於資深教師。此外，並依據前述研究結論，提出一些相關建議。

In this study, a questionnaire was used to understand and compare novice teachers’ and experienced teachers’ thought processing load, social support, and teaching performance, and to investigate the contributions of thought processing load and social support to teaching performance. The sample consisted of novice and experienced teachers from Taichuang area. 304 novice teachers and 336 experienced teachers completed and returned the questionnaire. MANOVA and structural equation models were used for data analysis. Several important results were found. First, novice teachers reported higher thought processing load, lower social support, and lower teaching performance than experienced teachers. Second, among novice teachers, thought processing load and social support have medium effects on teaching performance. Third, there is satisfactory goodness-of-fit between the hypothesized structural relationships among thought processing load, social support, and teaching performance and the empirical data. Fourth, the effect of thought processing load on teaching performance is stronger among novice teachers when compared to that of experienced teachers. Based on these findings, several suggestions for novice teacher in-service workshops and future research are offered.