近年來全球性經濟衰退，教育資源極為短缺，爰落實教育绩效責任、提升教 育效能和實現教育目標，已經成為政府部門最關注的教育議題。又我國師資培育 自1994年由計晝培育分發制改為儲備培育甄選制，期提升教師素質，充裕教師 來源。然而，2004年起逐漸呈現師資培育嚴重供過於求的情形，近年參加教師 甄選能獲聘為正式教師的比率均低於3%，師資培育效能深受質疑。因之，教育 部發布二期《師資培育數量規劃方案》，期能實踐法定目標，並解決師資供需失 衡問題。本文研究教育部發布實施的師資培育數量規劃政策之效能分析，又公部 門政策效能分析有別於企業效能性質；因此，本文先探究一般效能的意義，續針 對公共政策性質，探究公共政策效能分析之原則，再據以歸納師資培育數量規劃 政策之效能分析内涵，並提出師資培育數量規劃政策之效能分析概念架構，以作 為本文研究分析與論述之依據。研究資料係以教育部發行五期（2007-2011)《師 資培育統計年報》之實證資料及其相關文獻，研究方法是透過描述性統計分析及 研究資料交叉檢證方式，最後分析該項政策實施之效能程度。研究結果針對師資 培育數量規劃政策實施之效能提出六點結論及四項建議，期能提供我國師資培育 數量規劃之精進參考。

In 1994 teacher education in Taiwan was changed from a distribution based system to a reserve system, with hopes of raising the quality of teachers, and training a sufficient number of teachers. However, since 2004, the number of teacher coming out of the system has led to serious oversupply. Less than 3% of those participate in teacher selection in recent years have opportunity to be appointed as formal teachers. Thus, the function of teacher education has been called into questioned. Consequently, the Ministry of Education released the “plan for regulating the number of teachers trained in the teacher education system”，in hopes of resolving the serious teacher supply and demand imbalances.
This study investigates the effectiveness of the implementation of the above mentioned plan from the Ministry of Education. However, effectiveness analysis in the public sector and enterprises varies. Thus, this study first looks at the significance of general effectiveness and goes on to explore the principles of public policy effectiveness analysis in relation to the nature of public policy. We then summarize the effectiveness analysis and finally put forward a conceptual framework for the effectiveness analysis teacher education policy planning. The research data were drawn from the statistical yearbook of empirical data released by the Ministry of Education for the five year period from 2007-2011.The research methods used in this study include descriptive statistical analysis and research data cross-verification，and finally put forward the implementation of the policy of effectiveness level. Finally, we offer six conclusions and four recommendations in regard toThe number of teacher education planning policy performance. Our findings can serves as a reference for future planning and policy.