高齡教育的品質與高齡教育教師之教學專業能力有密切關係，而高齡教育教師本身的老化態度及對其所扮演之角色的看法，將直接關係到其所使用的教學策略，是影響其教學專業能力的關鍵因素，有值得進一步探討其中關係之必要，本研究即欲探討目前高齡教育教師對高齡學習者抱持的態度，以及自身對高齡教育教師的角色知覺與所使用的教學策略間的關係。本研究採取問卷調查法進行研究，針對樂齡學習中心、樂齡大學、長青學苑、社區大學等相關老人教育服務機構開課之教師進行調查。研究結果指出：一、高齡教育教師知覺自身扮演「氣氛營造者」之程度最高；二、高齡教育教師老化態度大致良好，以「外觀與生理」層面平均數最高；三、高齡教育教師教學策略表現最佳的層面為「營造有益學習的氣氛」；四、教師角色知覺、老化態度與教學策略間具有顯著的正相關；五、角色知覺具有顯著中介效果。

This study aimed to explore the relationship between the role-awareness, attitude towards aging, and teaching strategies for teachers in senior education. This study offered some feasible suggestions and empirical evidences to the future practitioners, course designers, and researchers of senior education. To achieve the above-mentioned research purposes, we adopted a quantitative questionnaire survey method to conduct this research. The research results revealed that: (1) teachers in senior education greatly perceived themselves as atmosphere creators; (2) generally speaking, teachers attitude towards aging were positive; (3) for teaching strategies, teachers in senior education performed the best for creating an appropriate learning environment; (4) there were positive correlation between role-awareness, attitude towards aging, and teaching strategies of teachers in senior education; (5) roleawareness mediates the relationship between attitude towards aging and teaching strategies.