本研究是根據儒學與佛學的哲學觀來探討老師的角色模式。在本研究中，根據儒學和佛學，其一般的教學目標、教學方法，對教師來說，如同道德原則一般，是由於每種哲學內容都具有獨特的意義及目標的真相，而經規範、分析、推測後，給予定義和討論。此外，基於孔子教育和佛陀教誨的主要思想理由，研究者綜合兩種對教師角色的哲學研究的見解，來分別達到培養學生要能對自己和其他人誠實，以及引導學生到正確的觀念上與有正確的智慧。因此，教師應該要能夠根據儒學和佛學原則，其中包括如孔子思想和達摩的修身養性、佛教的自我發展來引導他們的生活，教師應該要有舉證和有大眾可接受的價值觀，良好的行為舉動以及事業道德感，進而促進教師的美德和知識品質。此研究還發現，這兩位歷史人物的教義，共享著個人職業上以及合乎情感方面的相似點。最後，姑且不論他們角色模式的相關性對現在的情況來說中不中肯，無可避免的是良好的教師模式可從兩種哲學來闡明，那會助於教師在生活上和實行上的實踐，以期達成孔子和佛陀的價值觀。

This study explores the role model of the teacher according to the philosophical views of Confucianism and Buddhism. In this study, general teaching aims, teaching method as well as the moral principles for teachers according to Confucianism and Buddhism were defined and discussed normatively, analytically and speculatively due to the fact that each philosophical content has a unique meaning and goal. Also, the philosophical studies of the teacher’s role in both views were synthesized by the researcher, based on the justification that the major ideas of Confucius’s teaching and Buddha’s teaching were to achieve goal in developing students to be truthful to oneself and others and to lead students to possess the right view (wisdom) respectively. Therefore, teachers should be able to exemplify and possess acceptable values, good conduct and the moral reflection quality by leading their life according to principles of Confucianism and Buddhism which include such as a self-cultivation in Confucianism and Dharma for self-development in Buddhism in order to promote the quality of teachers in the light of virtue and knowledge. The research also found that the teachings of both history figures share the similarity of vocationally personal and legitimately affective dimensions. Finally, regardless of the disputed relevance of their role model to our contemporary situation, it is inevitably said that the good model of teachers illustrated from the two philosophies will be beneficial to teachers in living and practicing it as ends in themselves more than means to ends.