輔導教師的專業承諾(professional commitment)是指輔導教師對輔導專業工作的忠誠與認同且歷久不渝的心理現象。本研究旨在依據我國高中職校園輔導工作現況，並參酌有關專業承諾的理論與測量工具，編製一份符合我國高中職校園文的輔導教師專業承諾量表。 「輔導教師專業承諾量表」分為「專業認同」、「專業投入」、「工作愉悅」、「研究進修」「留業傾向」與「專業倫理」六個分量表。全量表共45題，採李克特(Likert)五點量表式，隨機抽取全國598位高中職輔導教師，進行標褘化過程研究，結果發現，六個分量表之Cronbach’s α值介於.82至.91之間；量表信度尚稱良好；進一步以結構方程模式(Structrual Equation Modeling, SEM)適合度評鑑，進行驗證性因素分析，基本適合度、整體模式適合度與模式內在適合度均可被接受，顯示具有良好的建構效度(Constructive Validity)，本量表可作為測量輔導教師專業承諾之合適工具。

The professional commitment of a counselor meant the loyalty, identification, and lasting psychological inclination of a counselor towards his/her expertise in counseling. This study was to edit a conformed professional commitment scale of counselors to the campus culture of Taiwan senior high and vocational schools based upon prevailing conditions of counseling in senior high and vocational schools with reference to the related theories and measuring implements of professional commitment. The “professional commitment scale of counselors” was rendered into six dividing scales, namely, “professional identification”, “job satisfaction”, “study & its continuation”, retaining trend”, and “professional ethics”. There were 45 questions in the full scale, adopting the form of Likert’s 5-point scale. A random sampling conducted on 598 counselors from senior high and vocational schools nation-wide for standardized study process, the outcome of “Cronbach’s α value”, in diving scale, was found between 0.82 and 0.91; with considerably fair scale credibility, and, a further fitness appraisement by SEM (Structural Equation Modeling) was performed to test and verify the factor analysis to conclude that preliminary fit criteria and overall model fit and fit of internal structure of model were acceptable, denoting a fine constructive validity, therefore, this scale was a suitable implement to measure the professional commitment of counselors.