本研究主要目的在探討國小教師生涯發展之現況及可以區分石同生涯發展時期之相關素，並分析不同生涯發展時期教師在工作需求和生涯關注之差異。另附帶探討教師想轉業和感到挫折的時間和原因。
本研究根據文獻假設國小教師之生涯發展可以分為成長期、成熟期、穩定期、挫折期和轉移期五個時期。可以有效區分不同生涯發展時期的變項計有：背景變項（包括性別、年齡、年資、學歷、行政職務、在職進修）、環境因素（包括學生家長態度、社區態度、家庭需要、專業要求）、教師成熟（工作成熟、心理成熟）。依變項工作需求包括生存需求、社會需求和成長需求；生涯關注包括生涯執行、生涯計劃。
本研究使用之研究工具計有個人基本資料、「國小教師生涯發展量表」、「生涯發展環境因素量表」、「工作需求量表」、「教師教學成熟度量表」。研究樣本包括台北市和高雄市公立國民小學教師1699人。研究所得資料以次數分配、卡方考驗區別分析、二因子變異數分析等方法處理。
茲將本研究主要發現歸納如下：
一、國小教師生涯發展之現況
（一）以受試者自行選定分類
各變項都是「成長期」最多外，除25歲以下、任務教滿一年以「挫折期」最少外，其餘均是以「轉移期」最少。經以卡方考驗，並發現會因性別、年齡、任教年資、學歷、是否擔任行政職務、參加在職進修次數之不同而有顯著差異。
（二）依「國小教師生涯發展量表」分類
40歲以上、任教10年以上是「成熟期」最高，其餘各變項多以「成長期」比例最高，至於比例最低者及居間次序則各變項間有較大的不同。經以卡方考驗，結果發現會因受試者之年齡、任教年資、學歷、是否擔任行政職務、加在職進修之次數之不同而有顯著差異。
二、教師生涯發展時期分類之相關因素
以背景變項、環境因素和教師成熟為區別變項對教師生涯發展之整體區別力，以三組變項同時分析最高（41.00%），其次為教師成熟（36.48%）、環境因素（30.91%），背景變項最低（28.50%）最低。
三、教師不同生涯發展時期在工作需求之差異
（一）在生存需求之差異
1.性別、年齡、學歷、擔任行政職務、在職進修各變項在生存需求上無顯著差異。
2.任教10年以下和任教11～20年教師顯著高於21年以上教師。
3.成長期顯著高於成熟期、熟定期、轉移期。
（二）在社會需求之差異
1.各年齡組、在職進修無顯著差異。
2.女性教師顯著高於男性教師。
3.任教10年以下、11～20年均顯著高於任務21年以上。
4.師範學院、師範大學（含大學教育系）畢業顯著高於師範學校、師範專科學校畢業者。
5.擔任行政職務顯著高於未擔任行政職務。
6.成長期顯高於成熟期、挫折期、穩定期、轉移期。成熟期顯著高於檼定期、轉移期。挫折期顯著高於穩定期。
（三）在成長需求上之差異
1.女性教師顯著高於男性教師。
2.在年齡、任教年資、學歷、是否擔任行職務、在職進修次數上均無顯著差異。
3.成長期顯著高於挫折期、穩定期和轉移期。成長期顯著高於挫折期和轉移期。
四、教師生涯發展時期在生涯關注之差異
（一）在生涯執行上之差異
1.性別與教師生涯發展時期在生涯執行上有交互作用。
2.各年齡、年資組均無顯著差異。
3.師範學院、師範大學（含大學教育系）及其他大學研究所畢業顯著高於師範學校、師範專科學校畢業教師。
4.擔任行政職務顯著高於未擔任行政職務。
5.成長期、成熟期均顯著高於挫折期、穩定期、轉移期。成熟期亦顯著高於穩定期。
6.在職進修次數與教師生涯發展時期在生涯執行上有交互作用。
（二）在生涯計劃上之差異：
1.性別與教師生涯發展時期在生涯計劃上有交互作用。
2.30歲以下教師顯著高於30～39歲、40～49歲、50歲以上教師。
3.任教10年以下者顯著高於任教11～20、21年以上。
4.師範學院、師範大學（含大學教育系）和其他大學、研究所均顯著高於師範學校、師範專科學校。
5.是否擔任行政職業無顯著差異。
6.成長期、挫折期顯著高於穩定期。轉移期則顯著高於成長期、成熟期和穩定。
7.在職進修次數與教師生涯發展時期在生涯計劃上有交互作用。
五、附帶研究：教師轉業、挫折時間及原因
（一）根據本研究發現國小教師在其教學生涯中較容易出現想轉業的前五次時間是在任教後的第一、五、十、三、二年，較感到挫折的前五次時間是在任教後的第一、十、五、三、二年。
（二）想轉業的原因列居前五項的是沒有成就感、工作太繁重壓力太大、倦怠、想繼續升學追求成長、待遇太低。感到挫折的原因列居前五項的家長態度及觀念無法配合、學生行為難以管教輔導、教室常規管理、學校政及人事措施、教學方法。
根據本研究發現，茲提出其在教育行政、學校和未來研究之建議：
（一）本研究結果在教育行政及學校方面的應用
1.在教育行政方面
(1)繼續擴充在職進修機會，滿足教師成長需求。
(2)提供教師生涯規劃資訊。
(3)建立教師生涯階梯制度。
(4)降低班級人數，增加行政人員編制，以減輕教學負擔。
(5)增設輔導專線，協助教師解決困難。
2.在學校方面
(1)增加教師參與學校事務決定之機會。
(2)加強師範生、初任教師教室常規管理、教學方法之知識及技巧。
(3)適時職務調動以增進成長機會。
(4)給予教師肯定和信心。
(5)加強與學生家長的溝通。
（二）未來研究改進之建議
1.擴大研究樣本。
2.改善研究方法。
3.增加研究變項。
4.再探討教師生涯發展理論。

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顏國樑(民79) 情境領導理論及其在國民小學行政之應用。 國立臺灣師範大學教育研究所碩士論文。
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