「教學與學習國際調查」近年來受到研究與政策的關注，亦成為世界各國進行比較教育的實徵資料來源之一。法國為世界第五大經濟體，於2013年首次參與「教學與學習國際調查」。因此，本研究主要聚焦於法國初中教師在2013年所參與的「教學與學習國際調查」中，有關「教師自我效能」及「教師工作滿意度」之主題，以提供後續在比較教育與相關政策擬訂上之參酌。結果顯示，法國初中教師自覺具有教學效能且更具備專業效能，採用主動化與多樣化的教學方法，讓學生在課堂上遵守規則，激勵對學校工作興趣不大的學生，然而在班級經營效能方面感覺有困難的教師比例亦較高；在工作滿意度方面，法國初中教師享受在任教的學校工作，滿意在任教學校的工作表現與目前的工作，然而卻面臨教師專業未受大眾肯定的挑戰。依據「教學與學習國際調查」2013年結果分析，法國學校教育政策上需建構建設性的評鑑與回饋、建立有利於教師合作的學校環境，並提供教師具有參與學校決定的機會。

Based on the database of teaching and learning international survey (TALIS) 2013, this article is mainly to examine French teachers’ self-efficacy and job satisfaction in lower secondary school. France had participated in the TALIS survey for the first time in 2013. Therefore, the main focus of this article is to focus on topics of “teacher self-efficacy” and “job satisfaction” in terms of TALIS survey. The results show that French teachers in lower secondary school perceive themselves as a high efficacy level. They adopt a variety of active teaching methods to allow students to follow rules in the classroom and motivate students. However, some teachers have difficulties in class management. In terms of job satisfaction, French teachers enjoy working in the schools where they were teaching. They are satisfied with the professional aspect and current work of the school environment. However, they are facing the challenge that the profession of teacher is not valued by the French society. According to the TALIS 2013 results analysis, the French school educational policy may use constructive teacher evaluation and teaching appraisal, create a collaborative environment for teachers to work together, empower teachers with the opportunity to make decisions for school projects.