本研究旨在了解新竹市國中教師對於十二年國教超額比序的行為認知現況，以及探討不同背景的教師對於超額比序的認知差異情形及相關性，以自編的〈十二年國教超額比序對新竹市國中教師行為之影響調查問卷〉為研究工具，將資料以平均數、中位數、標準差、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關係數、多元迴歸等方式進行分析處理。根據分析結果，歸納本研究結論如下：一、教師對於志願序及服務學習的認知較具一致性，但對於均衡學習、功過相抵、無曠課紀錄、獎勵給分的認知較有落差。二、不同規模學校的教師對於志願序的認知有差異。三、不同年齡的教師對於功過相抵的認知有差異。四、不同職務的教師對於服務學習的認知有差異。五、不同規模學校的教師在學校壓力的感受上有差異。六、不論何種人格特質較突出的教師與志願序及服務學習皆有低度正相關，但與功過相抵及獎勵給分幾乎沒有相關。最後，本研究根據上述結論提出相關建議，以供主管機關、國中學校、教育人員、未來研究之參考。

The purpose of this study is to realize the opinion of lower secondary educators on Examinations-Free Entrance Competition of 12-year Compulsory Education, sa well as teachers from different backgrounds to discuss about the differences and correlation of Examinations-Free Entrance Competition with self -made survey tool ＂The questionnaire about the influence of Examinations-Free Entrance Competition of 12-year Compulsory Education from lower secondary educators in Hsinchu City＂. The data are analyzed with the statistics methods as Mean, Median, Standard Deviation, t-test and One-way ANOVA. the result of the study are shown as followings: 1). The teachers' awareness of preference rank and volunteer service-learning is consistent, but there are differences from balanced learning, punishment, no absenteeism record and award. 2). The awareness of teachers from different school sizes is different. 3). Third, the awareness of teachers from different ages is different. 4). The awareness of teachers from different positions is different. 5). The pressure of teachers from different school size is different. 6). Whatever the personality trait is, it has low correlation with preference rank and volunteer service-learning, but it has no correlation wi th balanced learning, punishment, no absenteeism record and award. At last, the study affords recommendations based on these conclusions for education administrative authorities, school administrators, educators and researchers.