本研究旨在了解國小初任教師工作輔導的需求，並比較不同背景變項之教師對於需求的差異。以宜蘭縣、花蓮縣及臺東縣934位正式教學年資在三學年以下的國民小學初任教師為母群，使用研究者自編之「國民小學初任教師工作輔導需求量表」為工具，透過問卷調查法進行資料蒐集。研究工具包含八個層面，分別是教學方法與技巧、課程與教材、學生管理與輔導、學校行政與運作、與同事的互動關係、與家長及學生的互動關係、身心壓力與負擔及個人生涯與規劃等層面。每個層面介於4題至11題之間，全量表共有53題，形式採Likert四點量表。研究結果發現國民小學初任教師對於工作輔導需求度大多介於中度需求與高度需求之間，其中以「個人進修與生涯」的需求程度最高，「學校行政與運作」的需求程度最低。就背景變項而言，不同性別、教學年資、教學所在地及學校規模之教師對工作輔導需求有顯著差異，而不同班級人數之教師對工作輔導需求則沒有顯著差異。研究者依據文獻分析及研究結論，提出相關具體建議，以提供師資培育機構、教育行政單位、國民小學校方、國民小學初任教師及後續教育研究者之參考。

　　　　　The purpose of this research was to investigate the needs of career guidance for novice elementary teachers and to discuss the related issues in the view of these teachers. This research was conducted via questionnaire survey to the public elementary teachers with less than three years of formal teaching experience in east counties of Taiwan: Ilan, Hualien, and Taitung counties. Research results show the following conclusions： 1. Novice elementary teachers find career guidance necessary, and most expect moderate to high guidance levels. The need of guidance in “personal advanced studies and lifestyle” is the highest, whereas the need of guidance in “school administration and operation” is the least. 2. As to the eight career guidance aspects of novice teachers, variables such as “sex,” “formal teaching service duration,” “locations of schools” and “structural designs of schools” create differences among the eight career guidance aspects of novice teachers, “class size” variable has minimum effects on career guidance aspects of novice teachers. These constructive suggestions have been made according to the analyses of literature and conclusive research. It can be used as a reference for developmental teaching staff, educational administration units, elementary schools, novice elementary school teachers, and researchers of further educational studies.