本研究旨在了解高中職資源班教師角色知覺與角色實踐現況，並探討阻礙角色實踐之因素及增進角色實踐的方式。本研究採問卷調查法，以研究者自編之「高中職階段身心障礙資源班教師角色知覺與角色實踐調查問卷」為研究工具，所得之資料以描述統計與推論統計進行分析，並以開放式問題探討阻礙資源班教師角色實踐之原因與可增進資源班教師角色實踐之方式。本研究發現高中職階段資源班教師於八個向度之角色知覺程度介於「重要」與「非常重要」之間，以「輔導」最高，「鑑定與診斷」為最低；實踐程度則介於「部分做到」與「大致做到」之間，以「行政與計畫」最高，「諮詢」為最低，八個向度均有知覺程度顯著高於實踐程度的現象。分析阻礙資源班教師角色實踐之原因與增進角色實踐之方式發現人力困窘是阻礙角色實踐之主要原因，增進角色實踐之方式則可略分為促進各校經驗交流與觀摩、連結校內外相關資源與合作、加強教師與行政人員之特教知能、資源班教師本身的專業成長等。增進角色實踐之所需支援則可大略歸納為增聘資源班師資、推動法規明確化、補助宣導活動經費、建置資源班資源分享平台等。最後本研究依據結果分析提出建議，供實務工作及未來研究參考。

The main focus of this study was to investigate the role perception and role performance of high school resource room teachers. The purpose of the investigation was also to identify the factors that hinder role performance and to provide approaches to promoting role performance. In the study, the subjects were required to fill up the questionnaire designed by the researchers. There were two parts in the questionnaire: the first part included eight dimensions in the questionnaire; in the second part, there were open-ended questions for the subjects. Descriptive statistics and inferential statistics were used to analyze the data collected. The findings of this study were summarized as follows: Most resource room teachers in senior/vocational high schools rated role perception between ”important” and ”very important” on all eight dimensions of the questionnaire, and viewed ”counseling” as the most important dimension in role perception and thought of ”identification and assessment” was rated as the least important one. The resource room teachers in senior/vocational high schools rated their role performance between ”partly-done” and ”approximately-done” on the eight dimensions of the questionnaire and regarded ”administration and planning” as the most important dimension while ”consultation” as the least important one. The result indicated there was great significance between role perception and role performance as far as junior high school and senior/vocational high school resource room teachers were concerned. Senior high school resource room teachers referred to uncertainty as the obstacle to the role perception and performance and heavy workload was another factor. The common approaches to enhancing the resource room teacher’s role performance included taking part in the professional seminars, establishing the community of professional growth, and meeting consulting professionals and experienced teachers. The common support to help improve the resource room teachers’ role performance was the setting of international websites, the support from administration system, and the increase of counseling and support staff. Based on the results of the study, recommendations were provided for the practitioners work and feature research.