本研究旨在瞭解國小正式教師在準備教師甄試的影響因素，探討國小正式教師通過教師甄試後實現自我的經驗，及教師甄試經驗對個人的影響與意義。本研究採質性研究之深度訪談、文件分析等方式蒐集相關資料，研究對象為二名擔任代理教師多年且通過教師甄試二年到四年之間的國小正式教師，透過「類別–內容」分析法來整理資料，所獲得之研究結果如下：一、準備教師甄試的影響因素有三：（一）態度上：受到求學階段的老師影響極高。（二）主觀規範上：需得到家人、朋友、讀書會夥伴的高度支持。（三）知覺行為控制上：因考試挫折而省思準備不足，進而調整與尋求資源，而呈現高度的知覺行為控制能力。二、通過教師甄試能實現自我的經驗：教甄有助於教師於職場上展現教師專業，因而在行為意圖上呈現高傾向。三、教師甄試經驗的影響與意義：教甄的歷程需持續地自我修正與反思，因而有新的體悟，獲得正面能量，至終肯定其成長的過程。最後，本研究提出若干建議給未來研究做參考。

The purpose of this study was to investigate elementary school teacher’s influencing factors in their preparation of teacher screening tests, their experience in self-fulfillment through such tests, and impacts and meaning of such tests. The study adopted a qualitative approach, in terms of in-depth interview and document analysis so as to collect necessary data. The subjects were two formal teacher who passed their screening tests and had two to four years of being substitute teachers. The collected data was analyzed with a typological analysis in general, and “category-content” analysis in specific. The findings were as follows. 1. There were 3 factors influencing preparation of teacher screening tests. (1) Attitude dimension: Their previous teachers had a strong impact in their career decision as a teacher. (2) Subjective norm: They needed various supports from family, friends, and study partners. (3) Perceived behavioral control: Frustrations brought them reflections of their preparations, adjustment, and resource-seeking, which showed higher degree of control on their behavioral intention. 2. Such teacher’s screening tests helped their self-fulfillment by demonstrating their teachers’ professional expertise and showed a higher behavioral intention. 3. The process of such teacher’s screening tests needed self-regulation and reflections continually so as to have new insights and positive energy. Finally, there were several recommendations for future research.