有關教師效能的研究可由三方面著手：準備、過程及成果階段。本研究由上述三者分別選擇教師的成就動機、學生評定教師及學業成績三個變數，以探討教師成就動機與學生評定教師、學生學業成績的關係。本研究目的有三：
1.應用Helmreich & Spence的成就動機理論，瞭解本國教師的適用情形。
2.探討教師成就動機對學生的影響，作為辦理教師訓練時的參考。
3.提供有關教師效能實證研究的工具或途徑。
本研究以基隆市六年級全體師生為對象，分別以「工作與家庭取向量表」、「我的級任老師」、「學科成就測驗」為測量工具，作普查式的施測，計樣本有教師145人，學生6103人，經界定成就動三因素的高、低分組後，實際參與統計分析的樣本有教師82人，學生3875人。
自變項為成就動機，分為三項：精熟、工作取向、競爭；依變項有二：在學生評定教師上包括教師的溫暖、職權、個人品質、教學技巧及總評定五項；在學生學業成績上包括國語、數學、常識及總分四項。統計方法以2×2×2三因式不等組變異數分析，結果發現：
1.教師成就動機中工作取向與競爭的交互作用對學生有影響：工作取向、競爭均偏低傾向的教師，在學生所知覺的好教師上被評定較優。
2.教師成就動機中精熟對學生有影響：精熟高的教師，在學生所知覺的好教師上被評定較優。
3.教師不同程度的成就動機對學生的學業成績沒有影響；惟教師有低工作取向時，其所教的學生在國語科及三科總分上成績較高。
上述結果除了在高精熟方面支持Helmreich & Spence的論點外，其餘均未獲得證驗。尤其是具有高工作取向的教師並未發現對學生產生有益的影響。
因此，本研究建議：1.不再加強或訓練教師的工作取向，以免過度的工作要求導致教師影響學生行為產生負向的反映。2.安排各類新知能的成長機會與挑戰情況，促使教師發揮較高的精熟度。
另外，建議學生評定教師部份將繼續探究，俾提供教師當做囘饋並改善行為的參考。其次將Helmreich & spence的成就動機結構施用於企業界俾為效度及差異趨勢上，求得進一步的探證。

一、中文部份：
水 心等 教師態度研究台 灣書店民 民67.7.
王書林譯 心理學——行為科學導言 正中書局 民61.
汪榮才 教師行為、學生制握信念與學業成就 台南師專學報第12.期第111〜131頁 民68.
何英奇 成敗經驗對自我評價與抱負水準之影響 師大碩士論文、師大教研所集刊 民66.6.
吳宗賢 學生個人品質與教師期待及喜歡的關係 師大碩士論文、師大教研所集刊 民66.6.
林清山 心理與教育統計學 東華書局 民63.9.
林本 現代的理想教師 台灣開明書局二版 民64.4.
金樹人 國中學生動機水準、工作難度、合作與競爭，對工作表現及焦慮狀態之影響 師大碩士論文、師大教研所集刊 民68.6.
張煌熙 國中編班方式與學生學習動機之關係 師大教研所主編 教育心理學第487〜553頁 民68.6.
張春興 心理學概要 東華書局三版 民68.3
葉重新 心理測驗 大洋書局 民68.
程法泌 測驗在輔導上的應用 台灣教育輔導月刊社 民60.
賈馥茗 學生所期望之教師品質 測驗年刊 民59.1.
廖克玲 領導績效的變通模式在教學情境中之應用 台大心研所碩士論文 民67.
鄭伯壎 組織行為之管理心理學 大洋書局 民67.4.

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