本研究旨在透過曾經任教原住民學生之國民中小學教師的反應來瞭解就讀不同學校類型的國民中小學原住民學生的學校生活、家庭生活，及自我信念等方面的狀況，以為教育主管機關作為修正原住民教育推動方向，加速原住民族教育品質提升的有效指標。本研究的樣本取得方式是87年至90學年度中，由全國有原住民學生就讀的國民中小學中，每校隨機選取一～三位曾任教原住民學生的教師填答，取得有效樣本24,365份。研究發現不同學校類型以及不同級別的教師對原住民學生的就學狀況有非常顯著不同的反應。結果大致可歸納如下：（一）不論是在國中或在國小層級，於一般地區私立學校的受試教師對原住民學生在「學校學習適應」、「學校社會適應」、「家長教育態度」、「家庭生活」及「自我信念」等各層面的狀況皆持顯著的正向反應。（二）不論是在國中或在國小層級，一般地區公立學校及原住民地區學校的受試教師對原住民學生在「學校學習適應」及「學校社會適應」的狀況亦持顯著正向反應。但是對「家長教育態度」、「家庭生活」及「自我信念」部份的反應皆持顯著低評價的反應。（三）不論學校類型，國中受試教師對原住民學生在「學校學習適應」、「學校社會適應」、「家長教育態度」、「家庭生活」及「自我信念」等各層面狀況的平均反應皆顯著低於國小受試教師對原住民學生在各層面狀況的平均反應。（四）不論學校級別，原住民地區學校受試教師對原住民學生在「學校學習適應」、「學校社會適應」、「家長教育態度」、「家庭生活」及「自我信念」等各層面狀況的平均反應皆顯著低於一般地區公立學校受試教師的平均反應，而一般地區公立學校受試教師對原住民學生在各層面狀況的平均反應又顯著低於一般地區私立學校受試教師的平均反應。

The purpose of this study was to be aware of the conditions of school-learning circumstances, family livelihood, and self-confidence for aboriginal students in compulsory education, through their teachers' point of view. Hopefully, the findings would be valid indexes for the re-directions of aboriginal education policy to enhance the quality of aboriginal education. A total of 24,365 subjects were obtained from the elementary and junior-high schools in Taiwan from 87 to 90 school years, in which each school with aboriginal students randomly selected 1~3 teachers to response to the questionnaires. The selected teachers should have experience of teaching aboriginal students. It was found that teachers from different types of school as well as from different levels of school had evidently different responses in the educational conditions of aboriginal students. The results of the study were as follow: (1) No matter what levels of school, teachers from the general area private schools positively affirm the conditions of aboriginal students in the aspects of school-learning accommodation, school-social accommodation, educational attitude of parents, family livelihood, and self-confidence. (2) No matter what levels of school, teachers from both the general area and aboriginal area public schools highly rate the conditions of aboriginal students in school-learning accommodation and school-social accommodation, but lowly rate in educational attitudes of parents, family livelihood, and self-confidence. (3) No matter what types of school, teachers in junior-high level have lower rates on the conditions of aboriginal students in the aspects of school-learning accommodation, school-social accommodation, educational attitudes of parents, family livelihood, and self-confidence than those in elementary level do. (4) No matter what levels of school, teachers from the aboriginal area schools have lower rates in the conditions of aboriginal students in all aspects than those from the general area public schools do, and teachers from the general area public schools, in turn, have lower rates in the conditions of aboriginal students in all aspects than those from the general area private schools do.