本文是以結構角度描述師資培育制度變革後，在民國86-91年這一個選度階段下中等師資供需情況，並探討它和組織機制的關聯。主要研究發現有：1.就師資數量來看，中等師資供需已現供過於求的現象。2.就組織場域競爭的結果看來，這一階段除了技職院校外，其它師資培育組織各有各的利基。3.就需求角度看來，不同中等學校採用新憲教師有顯著差異。4.求職和選才兩者的偏好，仍是師資價需結構的決定力量。5.師資培育組織特質、教育實習連帶，和教職類型取得比例有特定關聯。 本文綜合上述發現提出兩點建議，第一，教育主管單位應控制師資培育人 數。第二，沒有明確組織利益的師資培育中心宜早妥慎因應，以避免教育投資浪費，除了要多注意勞力市場的結構變化，應可善用教育實習的制度連帶。

The purpose of this study is two-fold: 1)to examine the consistency between the self-reported role concept of teachers and the role expectation given to teachers in recent educational reform; and 2) to explore the conditions on which teachers could commit to innovate. Qualitative research methods were used in data collection. The author selected 8 focal teachers through a purposive sampling procedure Semi-structured interviews were then conducted. It was resealed in the findings that the role concept of focal teachers does not fully correspond with what is expected in educational reform. Factors that affect teachers to keep their commitment to innovation include their workload, trust and support form colleagues, staff and school authority, social international in their professional community, dysfunction of informal organization, and part taken in the decision making and school’s ritualism. To encourage teachers, the school could start from reducing the teachers’ workload, establishing a supportive professional community, providing teachers with resources for personal supports, empowering teachers, and practicing effective school evaluation system.