本研究旨在發展一份具備本土脈絡適切性的「臺灣實驗教育教師職業選擇量表」，以回應目前國內缺乏針對實驗教育教師之職業動機測量工具的研究缺口。研究首先以FIT-Choice量表為理論基礎，並輔以十二位分屬公辦民營、非學校型態及學校型態之現職實驗教育教師的半結構式訪談資料，透過主題分析進行內容建構與題項增修，以形成初步量表。量化部分則以全國現職實驗教育教師為施測對象，進行信效度驗證與類型差異分析。
探索性因素分析結果顯示，本研究所建構之量表包含五項因素，分別為「職業認同」、「外在誘因」、「專業自覺」、「教學志向」及「現實考量」。整體具良好建構效度與內部一致性。進一步的多變量分析結果顯示，不同實驗教育型態之教師在「職業認同」、「外在誘因」與「專業自覺」三構面上呈現顯著差異；公辦民營教師在前述兩構面得分最高，反映其重視教育理念契合與專業實踐；非學型態教師於「外在誘因」構面得分最低，顯示其面臨較弱的制度支持與薪資保障；學校型態教師則於「專業自覺」構面相對偏低，可能受制度慣性及文化限制影響教學能動性。至於「教學志向」與「現實考量」兩構面則未呈現顯著差異，反映不同制度類型教師在過往學習經驗與工作–生活平衡等面向具共通性動機來源。

This study aimed to develop a career choice scale tailored to the Taiwanese experimental education context, addressing the current lack of measurement tools designed for examining the career motivation of experimental education teachers. Guided by the FIT-Choice framework, the research first incorporated qualitative data obtained through semi-structured interviews with twelve in-service teachers from three types of experimental education settings—publicly funded and privately operated, non-school type, and school-based experimental programs. Using thematic analysis, interview data were synthesized to construct and refine the initial pool of items. A subsequent quantitative phase was conducted with in-service experimental education teachers nationwide to examine the reliability and validity of the scale and to analyze motivational differences across institutional types.
Exploratory factor analysis identified five motivational dimensions—“Professional Identity,” “Extrinsic Incentives,” “Professional Self-Awareness,” “Teaching Orientation,” and “Pragmatic Considerations”—indicating satisfactory construct validity and internal consistency. Multivariate analyses further revealed significant differences among the three institutional types regarding “Professional Identity,” “Extrinsic Incentives,” and “Professional Self-Awareness.” Teachers in publicly funded and privately operated schools scored highest in the first two dimensions, suggesting stronger emphasis on ideological alignment and professional enactment. Teachers in non-school settings scored lowest in “Extrinsic Incentives,” indicating weaker institutional support and compensation security. Conversely, teachers in school-based settings demonstrated relatively lower scores in “Professional Self-Awareness,” potentially due to institutional inertia and cultural constraints on pedagogical agency. No significant differences were found in “Teaching Orientation” and “Pragmatic Considerations,” suggesting shared motivational sources related to prior learning experiences and work–life balance across institutional types.

壹、中文部分
吳清山、林天祐（2007）。實驗教育。教育研究月刊，155，168。
汪鎧崚（2023）。一位國小教師參與實驗教育歷程與專業成長之經驗敘說。（未出版的碩士論文）。國立臺南大學。
林芳伃（2020）。臺灣非學校型態實驗教育機構之辦學挑戰，因應策略與未來展望：以北部地區一所實驗教育機構為例。清華教育學報，37（2），133-166。https://doi.org/10.6869/THJER.202012_37(2).0004
林錫恩、范熾文、石啟宏（2018）。學校型態實驗教育經營策略之探析。臺灣教育評論月刊，7（1），135-142。
張芷瑄（2021）。探究公立學校轉型實驗教育學校的師資困境－質性後設分析研究。學校行政，131，118-137。
張鈞評（2016）。臺灣英語職前教師選擇英語教學的動機探討（未出版的碩士論文）。國立屏東科技大學。https://hdl.handle.net/11296/6sfv99
陳榮政（2021）。我國實驗教育實徵研究之分析與展望。教育研究與發展期刊，17（4），69-96。
陳靜怡（2019）。中台灣英語職前教師選擇教學作為職業之動機研究（未出版的碩士論文）。國立彰化師範大學。https://hdl.handle.net/11296/5h4h28
馮朝霖（主編）（2017）。臺灣另類教育實踐經驗與十二年國教課綱之對話。新北市：國家教育研究院。
黃富廷（2013）。國立特殊教育學校推行公辦民營之調查研究。東臺灣特殊教育學報，15，27-54。
葉怡芬、劉美慧（2020）。師資培育國際化－國際文憑教師（IBEC）學程中的師資生特質與想法。教育科學研究期刊，65（2），105-133。https://doi.org/10.6209/JORIES.202006_65(2).0004
詹志禹（2019）。臺灣實驗教育師資培育的困境與希望。中等教育，70（1），8-16。
監察院（2020）。我國實驗教育的實施現況與未來發展通案性案件調查研究報告。
劉世閔（2021）。臺灣實驗教育的緣起與現況。臺灣教育評論月刊，10（9），4-15。
蔡文翰（2023）。實驗教育師資之需求與困境。臺灣教育評論月刊，12（8），54-60。
鄭同僚（2017）。臺灣實驗教育師資培育研究計畫成果報告。教育部委託研究計畫。臺北：教育部。

貳、英文部分
Brookhart, S. M., & Freeman, D. J. (1992). Characteristics of Entering Teacher Candidates. Review of Educational Research, 62(1), 37-60.
Costello, A. B., & Osborne, J. (2005). Best practices in exploratory factor analysis: Four recommendations for getting the most from your analysis. Practical assessment, research, and evaluation, 10(1).
Coulthard, M. & Kyriacou, C. (2000) Solving the teacher recruitment crisis, Education Today, 50,21-27.
Day, C., Kington, A., Stobart, G., & Sammons, P. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616. https://doi.org/10.1080/01411920600775316
Eccles, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., and Midgley, C. (1983). Expectancies, values and academic behaviors. In Spence, J. T. (ed.)Achievement and Achievement Motives, W. H. Freeman, San Francisco.
Eghtesadi Roudi, A. (2022) Why to become a teacher in Iran: a FIT choice study, Teaching Education, 33(4), 434-453, https://doi.org/10.1080/10476210.2021.1960963
Fokkens-Bruinsma, M., & Canrinus, E. T. (2012). The Factors Influencing Teaching (FIT)-Choice scale in a Dutch teacher education program. Asia-Pacific Journal of Teacher Education, 40(3), 249-269. https://doi.org/10.1080/1359866X.2012.700043.
Gao, X. (2010). To be or not to be: Shifting motivations in Chinese secondary school English teachers’ career narratives. Teacher Development, 14, 321-334.
Ginzberg, E. (1984). Career development. In D. Brown & L. Brooks (Eds.), Career choice and development: Applying contemporary theories to practice (pp.169-191). San Francisco: Jossey-Bass.
Ginzberg, E., Ginsburg, S. W., Axelrad, S., & Herma, J. L. (1951). Occupational choice: An approach to general theory. New York: Columbus University Press.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and teacher education, 21(8), 995-1006. https://doi.org/10.1016/j.tate.2005.06.009
Kılınç, A., Watt, H. M. G., & Richardson, P. W. (2012). Factors Influencing Teaching Choice in Turkey. Asia-Pacific Journal of Teacher Education, 40(3), 199-226. https://doi.org/10.1080/1359866X.2012.700048
Klassen, R. M., Al-Dhafri, S., Hannok, W., & Betts, S. M. (2011). Investigating pre service teacher motivation across cultures using the Teachers' Ten Statements Test. Teaching and Teacher Education, 27(3), 579-588. https://doi.org/10.1016/j.tate.2010.10.012.
Lin, E., Shi, Q., Wang, J., Zhang, S., & Hui, L. (2012). Initial motivations for teaching: Comparison between preservice teachers in the United States and China. Asia-Pacific Journal of Teacher Education, 40(3), 227-248. https://doi.org/10.1080/1359866X.2012.700047
Liu, P. (2010). Examining perspectives of entry-level teacher candidates: A comparative study. Australian Journal of Teacher Education, 35(5), 53-78. https://doi.org/10.14221/ajte.2010v35n5.5..
Nunnally J. C., Bernstein I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
Pavin Ivanec, T. (2023). Motivation for the choice of a teaching career: comparison of different types of prospective teachers in Croatia, Journal of Education for Teaching, 49(3), 355-369. https://doi.org/10.1080/02607476.2022.2113736
Richardson, P. W., & Watt, H. M. (2010). Current and future directions in teacher motivation research. In The decade ahead: Applications and contexts of motivation and achievement (P.139-173). Emerald Group Publishing Limited.
Saito, A. (2024). “I chose to receive teacher training because …” Motivations for teaching and career aspirations among teacher education students in Japan. International Journal of Educational Research Open, 6(1), 100-330. https://doi.org/10.1016/j.ijedro.2024.100330
Tabachnick B. G., Fidell L. S. (2013) Using multivariate statistics, 6th ed. Boston, MA: Pearson.
Vandenberghe, R., & Huberman, A. M. (Eds.). (1999). Understanding and preventing teacher burnout: A sourcebook of international research and practice. Cambridge University Press.
Watt, H. M. G. & Richardson, P. W. (2007) Motivational Factors Influencing Teaching as a Career Choice: Development and Validation of the FIT-Choice Scale, The Journal of Experimental Education, 75:3, 167-202. https://doi.org/10.3200/JEXE.75.3.167-202
Watt, H. M., & Richardson, P. W. (2008). Motivations, perceptions, and aspirations concerning teaching as a career for different types of beginning teachers. Learning and Instruction, 18(5), 408-428.
Watt, H. M., Richardson, P. W., Klusmann, U., Kunter, M., Beyer, B., Trautwein, U., & Baumert, J. (2012). Motivations for choosing teaching as a career: An international comparison using the FIT-Choice scale. Teaching and teacher education, 28(6), 791-805. https://doi.org/10.1016/j.tate.2012.03.003