本研究係藉由檢視教師民族身分與影響課程實施因素及鄉土教學實施的關係，來探討教師民族身分是否對鄉土教學的實施有正相關的影響力，並進而提出未來鄉土教育師資選定的具體建議。

研究者在研究方法上，採用文獻回顧、問卷調查與實地訪談的方法取得資料，並運用質性分析、統計分析的方式分析、詮釋、歸納研究結果。

本研究主要發現如下：

一、教師民族身分在鄉土教學的實施上會影響：(1)教師的教學準備工作、實施的策略、上課方式的採用、課程的設計。(2)學生的學習興趣與身分認同。(3)家長的認同。但不會影響學校單位與其他政治社會單位的支援，可是不同民族身分的教師對不同支援單位所需要的教學支援皆因鄉土文化知能程度、課程的設計、實施的策略、當地文化的瞭解度等程度的不同，而有不同的需求比例。

二、不同民族身分的教師在鄉土教學上所遇到的困境與認為影響教學實施最大的因素皆不一樣，排灣族教師認為「參考資料的不足」是最大的阻礙；魯凱族教師認為「學生的學習興趣」是最大的困境；其他族的教師則認為「鄉土文化知能不足」影響最大。

三、教師民族身分會影響鄉土教學的實施，但是文化的熟悉度或瞭解度對教學的影響更大。

四、行政人員、教師、家長的統合觀點上，皆認為教師民族身分雖會影響鄉土教學的實施，但是「鄉土文化知能」才是鄉土教學師資最需要具備的條件，以及「族語會話能力」、「熟悉、認同部落文化」、「學生的學習興趣」、「教學的熱忱」等因素才是影響鄉土教學實施上較大的限制性因素。

五、具備「鄉土文化知能(或專長兀、「族語能力」、「教學熱忱」、「熟悉、認同當地文化」、「(民族身分)等條件的教師是鄉土教學師資選定最適宜的人選。

By examining the connections between ethnical identity of teachers and factors affecting the implementation of "Homeland Teaching" and courses, this research is designed to investigate whether or not the ethnical identity of teachers have positive influence on the implementation of "Homeland Teaching" and to provide concrete suggestions in the future formation of qualification in selecting homeland teachers. The methodology adopted in this research includes literature review, questionnaire and interview in order to acquire the data needed. The research is also analyzed through qualitative analysis and statistical analysis to reach a conclusion.

The findings are shown as below：

1.The ethnical identity of teachers' does pose an influence on the implementation of "Homeland Teaching" in three aspects. First, it has influence on the teachers' preparation job, implementation strategy, teaching ways and the instructional design. Second, it affects students' learning interests and recognition of their identity. Third, it is parental recognition, which shows no maleficent influence on the teaching resource supported by school authorities and social units. However, due to the difference in the awareness of homeland culture itself, instructional design, implementation strategy and the understanding of homeland culture, teachers with different ethnic identity have the different proportion of needs in the distribution of teaching resources from supporting units.

2.Teachers with different ethnic identity have different ideas about the difficulties when they teach and the factor that mostly influence the implementation of teaching. The Paiwan reckon the insufficiency of reference data as the biggest obstacle while the Rukai think of the students' interest in learning. There are still teachers of other aboriginal tribes think of deficit of awareness in the homeland culture itself as the most influential factor.

3.AIthough the ethnic identity of teachers' does affect the implementation of "Homeland Teaching", the familiarity and understanding of homeland culture weighs heavier in its influence.

4.Although the ethnic identity of teachers' has influence of the teaching implementation, generally, administrators, teachers and parents believe the enhancement of homeland culture awareness itself is the critical qualification an homeland teacher should possess. Other important factors such as teachers' ability in conversing with tribal language, familiarity and identity of tribal culture, enthusiasm, students' learning interest are with greater limitation and influence the implementation of the "Homeland Teaching" .

5.People with awareness of homeland culture (or specialty), tribal language, teaching enthusiasm, familiarity and identity of tribal culture, ethnic background are best qualified to be the homeland teachers in the "Homeland Teaching".