本文旨在關注國中小學教師理想主義與相對主義兩種倫理意識型態，以及對於教師壓力與調適的影響若何。是以，藉由量化問卷調查法為分析主軸，分別選取國中教師623位及國小教師565位，進行問卷調查。本研究工具為「教師倫理意識型態、壓力與適應問卷」，施測後則主要採行平均數差異分析、結構方程模式分析等考驗之。本研究結果顯示：1.相較於國中教師而言，國小教師有較多的相對主義、較少的工作負荷、較多的工作適應；2.相較於相對主義而言，理想主義更是國中小學教師的主要倫理意識型態；3.理想主義可直接正向預測適應，或藉由壓力而間接正向預測適應，而整體效果是正向的；4.相對主義可直接正向預測適應，或藉由壓力而間接負向預測適應，而整體效果仍是正向的；5.國中與國小教師有相似的徑路模式結果，其結果均顯示理想主義是較佳的適應性策略。隨後，依據上述研究成果，提出各種建議藉供教師、教育當局與未來研究參酌之。

The purpose of this study is to explore the causal relationships of teachers’ idealism and relativism (two kinds of ethical ideology) on their stress and adjustment. The data are collected through questionnaires from a sample of 623 junior high school teachers and 565 elementary school teachers in Kaohsiung city. The major instrument for this study is ＂Teachers' Idealism, Relativism, Stress, and Adjustment Scale＂. The average difference analysis and structural equation modeling are applied to analyze the data. The main results are as follows: 1) Compared to junior high school teachers, elementary school teachers have more relativism, less work load, and more work adjustment; 2) Idealism is teachers' main ethical ideology; 3) Idealism can positively predict adjustment with a positive direct effect or indirect effect through stress; 4) Relativism can positively predict adjustment with a positive direct effect but negative indirect effect through stress; 5) There are similar path models between junior high school and elementary school teachers, and the results have shown that idealism is a better adjustment strategies. The implications of this study to teachers, educational authorities, and future studies are discussed.