本研究有二個研究目的：首先探究教師的角色概念與當今教改思潮對教師期待的一致程度；其次是尋求教師能具有改革承諾的條件。本研究採用質性研究取向蒐集資料。以立意抽樣之深度抽樣抽取八位焦點教師，施以半結構式的問題進行訪談。研究結果顯示焦點教師的角色認知並未完全符合教改思潮的期待，影響教師教改承諾的條件包括：教師的工作負荷、同事的信任與關懷、教師專業社群、學校的支持、次級團體的負功能、教師的參與決策及形式主義。而欲使教師具有改革的承諾，則學校需從減輕教師工作負擔、重建學校為關懷的專業社群、提供教師個人化的支持、實踐「教師增權益能」的概念、落實有效的校務評鑑制度與建立教師職務輪調制度。

The purpose of this study is two-fold: 1) to examine the consistency between the self-reported role concept of teachers and the role expectation given to teachers in recent educational reform; and 2) to explore the conditions on which teachers could commit to innovate.Qualitative research methods were used in data collection. The author selected 8 focal teachers through a purposive sampling procedure. Semi-structured interviews were then conducted. It was revealed in the findings that the role concept of focal teachers does not fully correspond with what is expected in educational reform. Factors that affect teachers to keep their commitment to innovation include their workload, trust and support from colleagues, staff and school authority, social interaction in their professional community, dysfunction of informal organization, and part taken in the decision making and school’s ritualism. To encourage teachers, the school could start from reducing the teachers’ workload, establishing a supportive professional community, providing teachers with resources for personal supports, empowering teachers, and practicing effective school evaluation system.