正如「國際學生評估計畫」一樣，近年來「教學與學習國際調查」亦受到學術圈教育政策制訂者及教育實務工作者之重視。例如，從2008年的24個參與國、2013年的34個參與國，到2018年的48個參與國的數量可以得知，世界各國對於參與「教學與學習國際調查」的意願有日益增加之趨勢。本研究特別關注在2013年「教學與學習國際調查」中有關教師自我效能及工作滿意度面向的主題，藉此回應當今學術界及實務界對於此議題之探討。特別是位處於歐洲的瑞典、愛沙尼亞，過去參與2013年「教學與學習國際調查」的數據，乃為本研究的分析重點。從此次的結果可以看出，瑞典的諸多數據皆遠低於參與國的平均值；至於愛沙尼亞所呈現的大部分數據則與參與國的平均值較為接近，甚至高於參與國的平均值。本研究最後從瑞典、愛沙尼亞和國際組織的官方報告書，以及移地研究的訪問者資料進行分析，歸納出數項近年來兩國在提升教師自我效能及工作滿意度上的相關策略。

This article is mainly to examine teachers’ self-efficacy and job satisfaction in Sweden and Estonia, based on the database of Teaching and Learning International Survey (TALIS) 2013. As well as Programme for International Student Assessment (PISA), the reports and studies related to TALIS are also gradually valued by policy-makers and educational practitioners in a couple of years. The number of TALIS participation countries rises significantly in recent years, from 24 in 2008, 34 in 2013, to 48 in 2018. Therefore, in the first section of this article, it analyses the topic of teachers’ self-efficacy and job satisfaction from the TALIS 2013 database, responded by Swedish and Estonian high school teachers. In the second section, the reflection and reform of teachers’ self-efficacy and job satisfaction in Sweden and Estonia over the past decades are demonstrated by official reports, government documents and informants’ testimonies.