本研究旨在探討我國國民小學實習輔導教師之遴選與獎勵措施，針對教育實習機構在遴選實習輔導教師時的遴選單位、遴選程序與遴選條件，以及教育行政機關應提供實習輔導教師的獎勵措施四方面規劃理想作法，以幫助教育實習機構能選出理想且適合的實習輔導教師。研究方法方面，係以德懷術專家問卷調查法進行研究，邀請10位教育實習輔導領域學有專精之學者教授、5位曾獲教育實習輔導教師卓越獎之國民小學實習輔導教師及5位對實習輔導教師遴選工作有豐富經驗之國民小學學校行政人員組成德懷術專家小組，進行三回合德懷術專家問卷調查，以發展理想的「國民小學實習輔導教師之遴選與獎勵措施」。歸納本研究之研究結果，獲致研究結論如下：（1）教
育實習機構應組成「實習輔導教師遴選小組」進行遴選工作；（2）「實習輔導教師遴選小組」應訂定實習輔導教師的遴選條件，同時應徵詢教師意願並考量實習學生之需求；（3）實習輔導教師之遴選條件應包括「基本資格」、「擔任意願」、「教育專業能力」及「人格特質」四個面向；（4）教育行政機關應明訂辦法提供實習輔導教師獎勵措施。

Th e purpose of this research is to study the selection and incentive
systems for mentor teachers in elementary schools and work out eff ective
solutions to help practicum schools identify good and competent mentor
teachers. Th e solutions will be developed based on four main aspects: the
selecting organizations, procedures and criteria adopted by practicum
schools while selecting mentor teachers, and the incentive programs for
mentor teachers provided by the educational authorities. In terms of research methodology, the researcher has adopted the Delphi Survey Method
for the study. A Delphi Expert Group has been organized, including 10
scholars specializing in teacher training, 5 award-winning mentor teachers
in elementary school, as well as 5 administrative staff from elementary
schools with extensive experience in the selection of mentor teachers.
Using the Delphi Technique, the researcher has conducted three questionnaire surveys to design eff ective selection and incentive programs for mentor teachers in elementary schools. Th e conclusions of the research are as follows:
1. Mentor teachers play important and diversifi ed roles in schools.
2. Rather than being a mere formality, the mentor teacher systems in
Taiwan’s elementary schools are gaining practical signifi cance. Specifi c
guidelines, however, are still required for the selection of mentor teachers. Proper incentive schemes should be implemented at the same time.
3.In this research, we have designed the following “Selection and Incentives for Mentor Teachers in Taiwan’s Elementary Schools”:
(1) Practicum schools should organize a “Selection Committee for Mentor Teachers” to manage the selection process.
(2) Th e Selection Committee should establish selection criteria for mentor teachers, in the meantime taking into account the personal intentions of teachers and the requirements of the trainees.
(3) Th e selection criteria for mentor teachers should cover four
main categories, including basic qualifi cations, personal willingness
of the teacher, professional competencies in education and personal character traits.
(4) Th e educational authorities should establish incentive schemes
for mentor teachers.
Finally, based on the conclusions of this research, the researcher has provided recommendations to the educational authorities and teacher education institutions, practicum schools and future researchers for their reference.