本研究旨在探討國中公民與道德科教師的經濟教育專業能力之內涵與標準，透過實證的「國中公民與道德科教師經濟教育專業能力調查問卷」，瞭解公民與道德科教師實施經濟教育現況、需求情形及影響因素。 本研究結果發現： 一、國中公民與道德科教師經濟專業背景顯示出目前教師經濟教育專業訓練的不足： （1）高雄地區的公民與道德科的配課問題仍然嚴重，配課教師在大學教育缺乏經濟專業課程的訓練。 （2）受試教師普遍認為在大學所修的經濟學課程數量不足以勝任經濟教育的實施。 （3）有六成的受試教師未曾參加過經濟學相關課程的在職進修，此結果可能與經濟學的在職進修機會缺乏有關。 二、國中公民與道德科教師經濟專業能力之需求 （一）教師需要與經濟教育相關的在職進修機會，在內容上應著重於： （1）經濟時事分析（2）教學方法（3）經濟學專業知能（4）經濟教材內容分析 （二）教師手冊對教師實施經濟教育是重要的，其內容應加強： （1）名詞釋義（2）教學媒體（3）可供諮詢與協助機構（4）參考資料（5）教學活動示例（6）教學評量（7）教材分析 （三）教師對教學資源之需求如下： （1）輔助教學媒體是重要的（2）可供諮詢的專家學者（3）多元的評量方式（4）定期的經濟教育刊物（5）成立專門的經濟教育研究與諮詢機構

The main purpose of this study was to investigate junior high school teachers' professional competency on economic education in Kaohsiung. The focus was particularly on how teachers' possession of content knowledge influenced their teaching of economic education. In addition, this study also intended to inquire how those teachers implemented economic education in their classrooms. The subjects of this study, were 149 randomly selected civics teachers in Kaohsiung. Data are collected via survey questionnaire and analysed by descriptive statistics, t-test, and one-way ANOVA. Several results were generated from this study. First, it was showed that the participated civics teachers were deficient in content knowledge because they did not received sufficient/effective pre-service or in-service training. Furthermore, due to the shortage of licensed teachers in civics subjects, teachers of other subjects were asked to teach economic education. Among those teachers, 60% has never attended any in-service training program for economic education. Second, teachers' competency and the ways they implemented economic education were found to be influence by their backgrounds, including majors, main teaching subjects at school, total courses of economics taken at university, in-service training experiences, interest in economics, and experiences in teaching method courses. Third, it was found that most teachers believed the current Teachers' Manuals for economic education should be revised add more information in terms of explanations of economic terms, methods of employing media to economic education, institutions/resources where they can get professional assistance, approaches of authentic assessments, guide to use the textbooks effectively, and so on. Finally, based on the results, five recommendations were made in order to improve the teaching of economic education at the junior high school level: 1. The current curriculum needs to be revised in order to match students' physical/mental development and lived experience and also connect to economics courses at senior high school level. 2. Teachers should be equipped with more content knowledge in economics as well as teaching methods while in pre-service teacher training program. 3. The educational administrative authorities should build up official consulting agencies for civics subjects, publish professional periodicals, set up standards for teachers' professional competency, and provide teachers with opportunities to update their professional capability. 4. The school administrators should improve teaching equipment, strengthen the role of the subject committees, and hold seminars or workshop for civics teachers. 5. The teachers themselves should also make more thorough preparation for their classes, employ new teaching approaches, apply multiple assessments, and seize every chance to enhance their cometency.