教師的教育信念會影響教師在教室中的決定與教學，進而影響學生的學習。想要提昇學生的學習結果，必須改變學生接受教育的歷程，也就要先瞭解推動教育歷程改變之教師的教育的信念。本研究旨在探討我國國民小學教師、準教師及師範學院教師教育信念的現況及其差異情形。並根據研究結果，提出具體建議，供師範教育職前訓練及教師在職進修教育之參考，期能發揮師範教育之功效，改善學生受教歷程，提昇教育品質。

本研究理論部份採文獻研究法，形成本研究的理論架構，繼而進行研究工具之修訂，並做實證研究工作。本研究受試樣本有三：一是國民小學教師，以全國國民小學教師為母群體，依分層叢集方式抽取1570位教師為樣本；二是準教師，以全國九所師範學院學生為母群體，各師範學院共同設立的學系採分層隨機取樣方式，每學系每年級各取一班，每班取男女同學各十名，分別設立的學系採立意取樣，每年級各取一班，全班施測，各師範學院各取國小師資班一班，全班施測，共抽取1764位準教師為樣本；三是師範學院教師，以全國九所師範學院教師為母群體，實施普查，回收254份。本研究施測工具有三：一是教育信念量表；二是民主取向量表；三是權威遵從量表。以平均數差異t檢定法、變異數分析等統計法來進行資料分析。

本論文分為六章：第一章緒論（研究動機與目的、研究問題與研究假設、重要名詞詮釋）；第二章理論基礎與文獻探討（信念的意義、特性與功能、教育信念的內涵及評量、教育信念的相關研究）；第三章研究方法（實證分析架構、研究對象、研究工具、實施程序、資料處理）；第四章研究結果；第五章結果討論；第六章結論與建議。

本研究的主要結果：

一、國民小學教師教育信念現況：

1.女教師比男教師傾向於進步取向的教育信念。

2.服務15年以下的教師比16年以上的教師具有進步取向的教育信念。

3.具大學學位的國民小學教師顯著地比師範師專畢業及其他學校畢業的國民小學教師更具有偏向進步取向的教育信念。

4.不同職務的國小教師沒有顯著差異。

5.民主取向愈高的教師愈傾向於進步取向的教育信念；權威遵從愈低的教師愈傾向於進步的取向教育信念。

6.在城市服務的教師比在鄉村服務的教師更具有偏向進步取向的教育信念。

二、準教師教育信念現況：

1.女準教師比男準教師傾向於進步取向的教育信念。

2.三個年級準教師的教育信念沒有不同。

3.無認是民主取向愈高或權威遵從愈低的準教師，其教育信念均愈傾向於進步的取向。

4.各系間沒有任何差異存在。

三、師院教師教育信念現況：

1.女教師比男教師傾向於進步取向的教育信念。

2.服務5年以下的教師比16年以上的教師具有進步取向的教育信念。

3.不同學歷的師院教師沒有顯著差異。

4.不同職務的師院教師沒有顯著差異。

5.在心理特質方面，無論是民主取向愈高或權威遵從愈低的教師愈傾向於進步取向的教育信念。

6.初等教育系教師比社會科教育系教師更具有進步取向的教育信念。

四、國小教師、準教師與師院教師教育信念之比較：

1.準教師比國小教師更具有偏向進步取向的教育信念，而小學教師與師院教師及準教師與師院教師間沒有差異存在。

根據文獻分析與研究發現，提出下列各項建議：

一、對教育行政機關的建議

1.加強在職教師進修教育，培養教師專業知能與精神

2.定期舉辦教師研習活動，協助教師教育信念之成長

3.關注教師的心理衛生，尊重教師的專業知能

4.縮短城鄉教育環境的差距，提供鄉村教師教育資訊

二、對師範學院的建議

1.研究並建構適當的國小教師教育信念

2.檢討並改進師範學院的課程

3.調整師範學院的教學活動

4.關注師院師生的心理衛生，加強準教師的生活輔導

5.設計多樣化的進修方式，落實國小教師的在職進修教育

6.定期舉辦教學研習，發揮師院的輔導功能

三、對教師的建議

1.隨時檢視自己的教學活動，省思自己的教育信念

2.建立終生教育的觀念，爭取進修的機會

四、對進一步後續研究之建議

1.擴大研究對象－各級各類學校教師的教育信念

2.增加研究工具的功能

3.改變研究變項－教師教育信念與後果變項

4.對個別教師做長期研究

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The fact that the teacher's educational beliefs have influences on his decision-making and instrunction in the classroom and thus affect the students' learning is obvious. To push learning achievement to a higher level, it is necessary to change the educational process which facilitates the learning. To change the educational process, it is necessary to understand the educational beliefs of the teacher, who carries out the process. The main goal of this research was to investigate the present starus of the educational beliefs among in-service and preservice elementary school teachers and teacher college professors in Taiwan, and, if any, the differences between groups. Based on the results of the study, concrete suggestions about improving preservice and in-service teacher trainings will be made so that the functions of teacher education will be served more satisfactorily, and students can get better education.

Documentary research was utilized to form the theoretic framework of the present dissertation. Study tools were then revised and experiments done to test the tools. The subjects included three population groups. The population came from the nation's elementary school teachers, among whom 1570 teachers were sampled with stratified cluster sampling. preservice teachers in all the nine teacher colleges in this country formed the second pupulation. Stratified random sampling and judgmental sampling were used to draw 1764 samples. Specifically, for those common departments, 10 male students and 10 female students in each class in each year were taken as samples; for those special departments, all students of a class in each year were sampled; and for those in post-bachelor training programs, all students in a randomly chosen class of each college were sampled. The third population as formed by all the teachers in the nation's nine teacher colleges, from which 254 valid questionnaires were collected. Measurement tools included the Educational Beliefs Scale, the Democracy Orientation Scale, and the Authority Obedience Scale. The gathered data were then analysed with t-test and analysis of variance.

This dissertation has six chapters. The first introductory chapter explains the motivation, goal, problems, hypotheses, and terminology. the second chapter deals with beliefs literature, including definitions, features and functions, the content and measurement of educational beliefs, and some important studies on the topic. The third chapter is about the methodology; it explains the structure of the study, samples, study tools, research procedure, and data analysis. Chapter Four presents the results, which are discussed in Chapter Five. The final sixth chapter draws couclusions and makes suggestions.

Major findings produced from the study are summarized as follows:

A. Educational beliefs of elementary school teachers:

1.Female teachers were found to be more progressive in educational beliefs than their male counterparts.

2.Teachers serving less than 15 years showed themselves to be more progressive in educational beliefs than those serving more than 16 years.

3.Teachers graduated from college were found to be more progressive in educational beliefs than those graduated from normal school, junior teacher college, or other kind of school.

4.No major difference in educational beliefs was found among teachers of different administrative tasks.

5.More democracy-oriented teachers were found to take more progressive views of education. This was also true for those less authority-obedient teachers.

6. Teachers serving in urban areas were found to have more progressive educational beliefs than those serving in rural areas.

B. Educational beliefs of preservice elementary school teachers:

1.Female preservice teachers showed themselves to be more progressive than male ones.

2.No significant difference was found among preservice teachers in different years in teachers colleges.

3.Either more democracy-oriented preservice teachers or less authority-obedient preservice teachers were found to take more progressive views of education.

4.No significant difference was found among preservice teachers in different departments.

C. Educational beliefs of teachers college teachers:

1.Female instructors were found to be more progressive in educational beliefs than male ones.

2.Instructor serving less than 5 years showed themselves to be more progressive in educational beliefs than those serving more than 16 years.

3.No significant difference was found among college teachers with different degrees.

4.No significant difference was found among college teachers with different administrative works.

5.In personality traits, either democracy-oriented instructors or authority-obedient instructors were found to take more progressive educational beliefs.

6.Teachers in elementary education department showed more progressive educational beliefs than those in social studies education department.

D. Comparison bwtween elementary school teachers, preservice teachers, and teachers college teachers:

According to the analyses of the data, preservice teachers were shown to take more progressive educational beliefs than inservice teachers. No significant difference was found between elementary school teachers and teachers college teachers or between preservice teachers and teachers college teachers.

Based on the findings of the research, some suggestions were made accordingly as follows:

A. Suggestions for education administrative authorities:

1.Strengthen inservice teacher training programs to cultivate professional knowledge and attitudes.

2.Regularly hold seminars or lectures for teachers in order to promote progressive educational beliefs.

3.Pay attention to teachers' mental health and respect teachers' professional knowledge.

4.Shorten the gap between educational environments of urban and rural areas, and provide teachers in rural areas with more educational information.

B. Suggestions for teachers colleges:

1.Study and construct appropriate educational beliefs for elementary school teachers.

2.Review and improve curriculum of teachers colleges.

3.Adjust instructional activities in teachers colleges.

4.Take care of the mental health of teachers and students of teachers colleges.

5.Design varied inservice training programs to ensure the quality of inservice teacher education.

6.Regularly hold seminars on teaching to fulfil a teachers college's function of giving guidance and advice.

C. Suggestions for teachers:

1.The teacher should inspect his own instructional activities and examine his own educational beliefs from time to time.

2.Acquire the idea that education is a life-long matter and that further studies are always needed.

D. Suggestions for further studies:

1.Extend the ranges of the study to include teachers' educational beliefs at all levels of school.

2.Increase the functions of measurement tools.

3.Change the studied variances, i.e., the relationship between educational beliefs and consequential variances.

4.Make long-term observation researches on the individual's developments of educational beliefs.