本研究主要目的在：瞭解國小教師對九年一貫課程之變革關注現況；分析國小教師不同背景變項對九年一貫課程變革關注的關係；探討國小教師教學創新行為、教與學的導向、學校目標結構、校長轉型領導對九年一貫課程之變革關注的關係；比較九年一貫課程試辦學校與非試辦學校教師對這項變革關注的差異；根據研究結果提出建議，作為推動九年一貫課程變革之參考。

本研究以台灣地區公立國民小學教師為抽樣範圍，對象包括九年一貫課程試辦學校及非試辦學校教師，有效樣本分別為544人及281人，合計825位教師。使用的研究工具包括「教師教學創新行為量表」、「教師教與學的導向量表」、「學校目標結構量表」、「校長轉型領導量表」及「教師變革關注量表」。所蒐集資料使用SPSS for window 6.1版套裝程式進行統計分析，使用統計方法計有：次數分配、信度分析、多變量變異數分析、皮爾森積差相關分析及典型相關分析。

本研究的主要結果如下：

一、試辦學校與非試辦學校，贊同九年一貫課程變革的教師各均佔六成左右，各有三成左右的教師傾向不贊同，其中試辦學校未參與實驗的教師持不贊同看法者約佔五成左右。

二、目前國小教師，不論是否參與九年一貫課程實驗工作，對九年一貫課程之變革最關注「角色任務」。

三、試辦學校參與實驗工作、未參與實驗與非試辦學校教師對變革關注有顯著差異。試辦學校參與實驗的教師在變革關注各向度上均高於非試辦學校教師。未參與實驗的教師關注「執行壓力」較高。

四、參與實驗教師性別、教育背景、服務年資、任教年段、進修情況以及對這項變革的看法不同對變革關注有顯著差異；惟其擔任職務、學校地區、學校規模、班級規模不同對變革關注並無顯著差異。

五、參與實驗的教師教學創新行為、學習導向的教與學傾向與變革關注之積極層面呈正相關，表現導向的教與學與變革關注之積極層面呈負相關。

六、參與實驗的教師知覺校長轉型領導、學校成就目標與變革關注之積極層面呈正相關。

七、教師教學創新行為、教與學的導向、學校目標結構、校長轉型領導與教師變革關注有顯著的典型相關。

八、非試辦學校教師性別、職務、參加九年一貫課程研習時數對這項變革看法不同對變革關注有顯著差異。

九、就參與實驗的教師及非試辦學校教師而言，教師對變革的關注與其對個人教學價值、信念及學校情境因素有關。教師教學創新行為及學習導向的教與學傾向高的教師易於接受這項變革。在學校情境因素方面，對參與實驗的教師而言，學校重視成就目標及校長展現轉型領導的風格是有助於落實變革的情境因素；對非試辦學校教師而言，除上述學校情境因素外，學校重視競爭目標，亦有助於變革的實施。易於接受這項變革的教師在有利於變革實施的情境因素下，其對變革準備度較佳。

十、對試辦學校未參與實驗的教師而言，教師對變革之關注與其個人教學價值及信念有關，也因其性別及對變革看法不同而有差異，而與學校背景因素、目標結構及校長轉型領導無關。教師教學創新行為及學習導向的教與學傾向高的教師對九年一貫課程之變革會表現較積極的關注。

本研究針對上述發現加以討論，並對教育行政機關、國民小學、教師個人及未來研究提出若干具體建議，以供參考。

Following a decision by the Ministry of Education, all elementary schools and junior high schools in Taiwan will implement a new curriculum in 2001. This decision was preceded by a study in the year 2000 in which one hundred and twenty eight elementary schools were selected to experiment with the new curriculum. The purpose of the study, based on the Concerns-Based Adoption Model (CBAM), was to understand how teachers' demographical and psychological characteristics determined their degree of concern with the changeover. Eight hundred and twenty five elementary school teachers, five hundred and forty four of them had participated in the experiment, were administered the following standard instruments: Innovative Behavior Scale, Approaches to Teaching and Learning, Perceptions of the School Goal Structure for Teachers, Transformational Leadership Questionnaire and Concern for Change Questionnaire. In a revised additional questionnaire four concern factors, Role Requirements, Implementation Pressure, Cooperation and Implementation and Refocusing were employed to specifically measure the teachers' attitude towards curriculum changes.

The major findings of the study can be summarized as follows:

1. Of the four concern factors, the "Role Requirements" issue was most important for the teachers overall.

2. Teachers who participated in the experiment were significantly more concerned with Cooperation and Implementation and Refocusing but less so with Implementation Pressure and Role Requirements compared to teachers who did not participate.

3. Within the group of teachers involved in the experiment concern with Cooperation and Implementation, Refocusing, Role Requirements was stronger while concern with Implementation Pressure was weaker, the more innovative in teaching behavior and task-focused in their approaches to teaching and earning they were.

4. Those teachers who had received more hours of professional development and who were more positive toward educational reform showed more concern for Refocusing and Cooperation and Implementation.

5. The more teachers perceived their principals to exhibit transformational leadership, the more they were concerned with Cooperation and Implementation and Refocusing.

6. Teachers who perceived the school structure to emphasize accomplishment were more likely to be concerned with Cooperation and Implementation, Refocusing and Role Requirement but less with Implementation Pressure. In contrast, teachers who believed that the school valued power and competition among were also more likely to be concerned with Implementation Pressure.

7. Both school and class sizes had no impact on attitudes towards curriculum faim change.

8. Significant correlation between sex, educational background, years of teaching and adaptability to change wore found:

(1) female teachers scored significantly higher than males on the concern scale for the Role Requirements and Implementation Pressure factors.

(2) teachers who had had eleven to twenty years of teaching experience rated highest on Cooperation and Implementation, while those with more than thirty years were most worried about Cooperation and Implementation and but less with their Role Requirement.

The patterns of statistical relation were basically true for those teachers who actually participated in the experitment and those who did not.