本研究旨在發展「教師職能量表」，內容係以Spencer與Spencer的冰山模型以 及教師專業標準為架構，辅以焦點訪談。本研究以中等學校教師（含實習教師）及 師資生為對象，以250名樣本進行探索性因素分析與信度分析，再以158名樣本， 進行新增因素結構撿驗，確立正式量表，共包含九個因素：教學規劃、教學傳遞、 溝通表達、情緒管理、學生辅導、教學評量、教師認同、專業態度，以及群己關 係，計有63題。正式施測以北、中、南、東四區進行分層抽樣，計有1,712人。結 果顯示：（1)全量表之Cronbach’sct為.97，間隔二週的再測信度為.80 ; (2)驗證性因 素分析所得組合信度介於.87〜90，平均變異解釋量介於.50〜.57，且有良好之效 標關聯效度，顯示發展之量表具有良好的信效度；（3)針對正式施測樣本，建立性 別、身分、學校屬性以及地區常模；（4)不同背景變項的受試者，其在教師職能的 表現具有顯著差異。

The purpose of this study is to develop the Teacher Competencies Inventory (TCI), based on Spencer and Spencer’s Competence Models and teacher professional standard-based, also integrated focus interview. Secondary school teacher and pre-service teacher as sample, 250 participants are included in the pretest to perform exploratory factor analysis and reliability analysis. Furthermore, 158 participants are used to test added factor concept, and established formal inventory as 63 items, nine factors which are the teaching planning, teaching transfer, communication and expression, student guidance, teaching evaluation, teacher identify, professional attitude, and human relationship. 1,712 stratification selection participants located in the north, central, south and east part of Taiwan. The results show that: Firstly, the Cronbach’s a of the TCI is .97, retest reliability that interval 2 weeks is .80. Secondly, confirmatory factor analysis showed the composite reliability between .87- .90, average variance between .50- .57, and good criterion-related validity. Diversity of norm is developed, included: gender, identity, school attribute, and area. Finally, there are significant differences in the nine factors among the different demographic participants. Suggestions are provided for future research and teacher professional growth.