本研究以高雄市公立國民小學教育人員為對象，探討高雄市國民小學教育人員對教學視導內涵的知覺情形，其次探討不同背景變項國民小學教育人員在教學視導模式、教學視導運作機制與教學視導功能上知覺差異情形，接著綜合研究發現與結果，在建議中提出國民小學促進教學視導成效之可行發展策略。本研究採用問卷調查法，發送問卷762份，回送問卷688份，有效問卷672份，問卷回收率為90.3％，有效問卷回收率為88.2％。所蒐集到的資料進行描述性統計、t 檢定、單因子變異數分析及多元逐步迴歸等統計方法分析。歸納研究發現，本研究獲致結論如下：(1)高雄市國民小學教育人員對教學視導模式有正面的知覺，其中以「發展性視導」模式的知覺最高；不同背景變項的教育人員，除了「年齡」與「任教年資」外，均有顯著差異存在。(2)高雄市國民小學教育人員對教學視導運作機制有正面的知覺，其中以「教師學習文化」的知覺最高；不同背景變項的教育人員，除了「年齡」與「任教年資」外，均有顯著差異存在。(3)高雄市國民小學教育人員對教學視導功能有正面知覺，其中以「改善教師教學方法」的知覺最高；不同背景變項的教師，除了「年齡」外，均有顯著差異存在。(4)背景變項中的「有否實施」、「師資養成型態」與「擔任現職」，教學視導模式中的「臨床視導」與教學視導運作機制中的「視導工作要件」是預測教學視導功能的關鍵因素。

The purpose of the research is to discuss the perception of educational staffs toward education supervision. The conditions of the perception in supervision model, operation mechanism, as well as the function of education supervision in different backgrounds were also investigated. In addition, suggestions for Education Administration Department and related schools are provided. The researcher adopted survey as the main research method. Seven hundred and sixty-two questionnaires were distributed and 688 were returned. There were 672 effective questionnaires with the returned rate of 78.4% and useful questionnaires' ratio was 88.2%. Statistical information collected in the survey were described and analyzed through t-test, one-way ANOVA and multiple stepwise regression methods. The results of this study revealed: (1) Educational staffs have a positive perception of education supervision model, and within which the “developmental education supervision” model is the highest. Difference background variables affected their perception, except for age and seniority. (2) Educational staffs have a positive perception of the operation mechanism of education supervision, and among which staffs are most positive on “teachers’ learning culture.” Difference background variables significantly influence their perception except for age and seniority. (3)Educational staffs hold a positive perception of the function of education supervision, and among which staffs were most positive about “the improvement of teaching method.” Difference backgrounds variables significantly affects their perception on the functions of education supervision except for age. (4)The elements of “to implement or not”, “to form the types of teachers” and “to be a current position” in background, the “clinical supervision” in the education supervision model, and the “important supervision work” in the operation mechanism of education supervision are the key elements in the anticipation of the function of education supervisi on.