本研究的主要目的在於瞭解國中小啟智教師的離職傾向，並進而探討不同背景變項、工作滿意、工作壓力、專業效能、工作信念、及對制度與況認同程度等影響變項與離職傾向間的關係。本研究藉由問卷調查方式（N=306，有效回收率81.4%），以自編之「啟智教育教師離職傾向調查表」進行國中小啟智班教師之調查。研究所得結果如下：（一）整體而言，國中小啟智教育教師的離職傾向屬於中等程度，絕大多數的教師工作穩定度頗佳，但填答教師對於近三分之一的問卷題項表達了較負面的感受，此種現象在教師自覺工作滿意程度、工作壓力承受度，以及對制度與現況的認同度上較為明顯。（二）不同服務單位、年齡、任教普通班年資、以及更換工作經驗的啟智教育教師，在離職傾向上有顯著的差異。國小教師之離職傾向較國中教師低，年齡越大之啟智教育教師離職傾向越低、從未有過轉業經驗者離職傾向較低、而具有普通班教學經驗者亦較從未執教於普通班者離職傾向為低。

　　　　　The study was intent to understand teachers for students with mental retardation regarding their intention to quit from job, and its relationships with job satisfaction, job stress, professional efficacy, job morale, as well as their recognition on current policy in our field. A self-developed questionnaire was used to collect data. A total of 306 teachers sent back the survey with a respondent rate of 81.4%. The results showed that: (1) the overall turnover intention of the respondents was moderate, the majority of teachers were willing to stay in job. However, the respondents expressed more negative comment on 34.4% of the questionnaire items, especially on their felling toward job satisfaction, job stress, and the recognition on current policy. (2) Demographic data (i.e., school type, age, years of experiences in normal education, and transfer experience) show statistically significant influences of a teacher's turnover intention. Teacher who taught in the elementary school level, in his/her older age, with several years of normal education experiences, and never have job transfer experience was considered having lower intention to quit.