本研究旨在探討國小教師之社會人口變項、人格因素、學校文化知覺、教育專業經驗與教育專業承諾之關係，主要之研究目的為：

一、分析並提出我國國小教師專業承諾之結構模式。

二、了解我國國小教師專業承諾之現況。

三、從影響教師專業承諾的各有關因素，了解其相互關係。

四、提出專業經驗及學校文化歷程模式，加以驗證，以了解其可信性。

五、依據研究結果提出建議，以提昇國小教師專業承諾，發揮專業精神本研究以台北市、高雄市、基隆市、苗栗縣、彰化縣、嘉義縣、台南縣、台南市、 澎湖縣、台東縣72所國小的 1503位教師為研究對象。採用研究者經指導教授指導發展之教育專業承諾問卷、教師角色認同體顯著性量表、留業歸因問卷，修訂專業工作知覺 量表， 並援用自我概念量表等作為研究工具。

最後，得到以下結論：

一、我國國小教師教育專業承諾，其架構呈現六大層面：

1.教育專業認同；2.樂業投入；3.研究進修；4.教育專業關係；5.教育專業信念；6.教育專業倫理。

二、不同社會人口變項的受試，除任教學區外，其教育專業承諾有顯著性差異。

三、國小教師人格因素不同其教育專業承諾有顯著差異。

四、國小教師學校文化知覺不同，其教育專業承諾有顯著差異。

五、國小教師專業經驗不同，其教育專業承諾有顯著差異。

六、不同年齡與職務的國小教師其學校文化一致性知覺有顯著差異。

七、不同社會人口變項的受試，除任教學區外，其學校文化差距知覺有顯著差異。

八、國小教師人格因素不同其學校文化一致性與差距之知覺有顯著差異。

九、不同職務與教育背景的國小教師其教育專業工作知覺有顯著差異。

十、不同社會人口變項的受試，除任教學區外，其留業歸因有顯著差異。

十一、人格因素不同其教育專業工作知覺、留業歸因有顯著差異。

十二、控制自尊與角色認同顯著性之影響力後，學校文化一致性知覺、學校文化差距知覺、專業工作知覺、留業歸因等變項對教育專業仍具有預測力。

十三、自尊、角色認同顯著性、留業歸因等變項對教育專業承諾有直接影響效果。

十四、自尊、角色認同顯著性、學校文化一致性知覺、學校文化差距知覺、專業工作特性知覺、留業歸因等變項群與教育專業承諾變項群之間有顯著相關；並能據以有效預測教育專業承諾。

十五、國小教師自尊、角色認同顯著性、學校文化一致性知覺學校文化差距知覺、專業工作知覺、留業歸因等變項, 能有效區別出受試的低、中、高教育專業承諾。

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