餐飲業普遍存在員工流動率過高之問題，如何留住人才是當今餐飲企業的重要議題。透過學校教育以師徒傳承的方式，教師（師父）透過師徒功能協助學生（徒弟）之職能發展、提供社會支持、做為徒弟之角色楷模，師父與徒弟因師徒功能建立穩固之師徒關係，提升徒弟（學生）之情感依附，進而提高學生對餐飲的專業承諾。因此本研究探討學生知覺師徒功能如何透過情感依附對其餐飲專業承諾之影響，針對餐飲系學生獲得290 份問卷，使用AMOS20軟體以線性結構模式來驗證理論模式，結果顯示師徒功能正向影響情感依附，情感依附正向影響專業承諾，情感依附為師徒功能影響專業承諾之重要中介變數。最後討論師徒制在學校餐飲教育的實務應用及學術未來的研究方向。

The food and beverage industry has long endured the syndrome of high turn-over rate; how to retain outstanding staffs becomes one of the key issues in contemporary food and beverage industry. It is suggested that by means of mentor-mentee inheritance through institutional education system, teachers (mentors) can assist students (mentees) in vocational development and provide social assistantship via mentor functions and further become role models of mentees; stable mentor-mentee relationships is established based on mentor functions between mentors and mentees, which is expected to elevate mentees' (students') emotional attachment, and further promote students' professional commitment to food and beverage industry. Therefore this paper investigates how mentor functions perceived by students affect their professional commitment to food and beverage industry through emotional attachment; a total number of 290 valid questionnaires were collected and analyzed by AMOS 20 software to verify the theoretical model through SEM (Structural Equation Modeling). The results show that mentor function positively affects emotional attachment; emotional attachment positively affects professional commitment; and emotional attachment acts as a mediating variable while mentor function affects professional commitment. Finally, the practical application and future academic research in institutional food and beverage education are discussed.