本研究旨在了解學校人員對於校長與教師公開授課接受度及其影響因素，以全國的國高中學校人員為研究對象，並採問卷調查法進行。於108課綱推動前（107學年度）以自編問卷進行調查，共得1,266份有效問卷。依據差異性檢定及多元迴歸分析結果顯示，學校人員面對校長與教師公開授課，有中度至高度不等的喜好度與行為意向，教師對於校長公開授課的期望更甚於自己打開教室，且教師對於自身公開授課的喜好度與行為意向均僅達中度。另校長與主任、博士學位者、男性及國中階段學校人員在部分喜好度或行為意向上較其他人員為高。而個人的教育觀、文化信念與組織文化則差異性地影響學校人員對於公開授課的接受度。據此，建議能關注學校人員的教育觀、文化信念及學校組織文化對於公開授課接受度的影響，以發展學校本位的公開授課模式。

This study aimed to investigate the receptivity to open classes and the relevant influential factors that practitioners of junior high and senior schools would have and encounter. Using self-developed surveys, the data of 1,266 samples was collected before the Curriculum Reform of the 12-year Basic Education got initiated in 2019. From the multiple comparisons and regression analyses carried out in the research, the findings revealed that an intermediate to high level of receptivity to the open class accepted by all school practitioners. However, teachers expected it to be implemented by the principals much more than by themselves as only an intermediate level of receptivity to it was found among teachers. Respondents with demographic characteristics, such as principals and directors, people with doctoral degrees, males and participants serving in junior high schools had higher receptivity than that of other types of respondents towards the open class. Additionally, personal education conceptions, cultural beliefs and organizational culture exerted different influences on practitioners’ receptivity to their preparations to the open class. Based on the findings, it is suggested that the governments and schools should pay more attention to the practitioners’ conception of education, cultural beliefs, as well as school culture as these might affect the receptivity to open classes when they want to develop their school-based models as part of their curriculum.