本研究昌在進行意見調查研究，以瞭解臺北市24所中小學試辦教學輔導教師制度的成效。研究採取問卷調查，了解教學輔導教師、夥伴教師、以及相關行政人員對於教學輔導教師制度試辦成效的看法。 本研究發現教學輔導教師制度有下列實施成效： 1.教學導師與夥伴教師對彼此互動方式、互動頻率、互動品質皆感到滿意。對於自己的專業表現的滿意度以及學校實施教學導師制度成效亦相當滿意。 2有半數以上的行政人員、教學導師、夥伴教師表示該校有接受過訪視輔導小組所提供的教學錄影服務。教學錄影服務對於夥伴教師的教學成長有所助益。 3.有半數以上的行政人員、教學導師、夥伴教師表示該校有接受過訪視輔導小組所提供的教學檔案研習與製作服務。教學檔案研習與製作對於夥伴教師的教學省思及教學效能的成長有所助益。 4.受試者認為教學導師制度的推動有助於下述功能的發揮：「協助建立學校同儕互動文化」、「協助教師解決教學問題」、「協助教師進行教學省思」、「協助教師進行班級經營」、「協助教師進行學生輔導」、「協助教師持續專業成長」、「協助教師解決教職生活適應問題」、「協助教師增強教學能力」、「協助教師進行親師溝通」。 受試者認為推動教學導師制度曾遭遇的困難主要有「夥伴教師教學或行政工作負擔沉重」、「教學導師與夥伴教師任教科目或年級未能配合」、「夥伴教師沒有減少授課時數，缺乏與教學導師進行互動的時間」、「教學導師與夥伴教師雙方缺乏共同討論的時間」等。

The purpose of this study was to evaluate the effectiveness of the third-year mentor teacher program in Taipei, Taiwan, ROC. The research method was a questionnaire survey. According to the survey findings, the positive impacts of the program were: (1) mentor teachers and partner teachers (protégés) were satisfied with their interaction, (2) both vedio recording and teaching portfolio were helpful for the instructional growth of partner teachers, (3) the functions of the program were highly recognized by mentor teachers and partner teachers, (4) mentor teachers and partner teachers were willing to continue their relationships. The problems of the program were found to be the following: (1) the work loading of partner teacher was heavey, (2) menter teachers were not matched with partner teachers who taught the same grade level or subject matter; (3) mentor teachers and partner teachers did not have adequate time for informal and formal conferencing, planning, and conversation. Based on the research findings, some recommendations were proposed to improve the implementation of the program.