本研究旨在探討臺北市學前教育教師對身心障礙幼兒教學效能感之看法，並進一 步瞭解教師個人、專業訓練及教學任務等相關背景因素對教師教學效能感看法產 生的差異情形。研究工具為具有信效度之自編問卷，以臺北市公立幼兒園正式教 師為研究對象。採立意取樣抽取 45 校共 279 位教師進行問卷調查，有效回收問卷 219 份，回收率為 78.49%。因素分析結果顯示之本研究教學效能感分為「教學規 劃」、「教學策略」、「教學內容」、「教學評量」、「教學互動」等五個層面， 並以描述性統計，單因子變異數分析、獨立 t 樣本檢定等方式進行資料分析，研究 結果摘要如下：(1) 臺北市學前教育教師對身心障礙幼兒教學效能感的看法介於符 合到非常符合，顯示臺北市學前教育教師對身心障礙幼兒教學效能感看法屬偏高 程度，以「教學互動」層面看法得分最高，「教學策略」層面看法得分最低；(2) 教師個人背景方面，最高學歷因素對臺北市學前教育教師對身心障礙幼兒教學效 能感中「教學互動」及「教學評量」的看法產生差異；(3) 專業訓練背景方面，學 前特殊教育背景及特殊教育研習經驗等兩項因素，對臺北市學前教育教師對身心 障礙幼兒教學效能感的看法產生差異；(4) 教學任務背景方面，班級中特殊需求幼 兒比例因素，對臺北市學前教育教師對身心障礙幼兒教學效能感的看法產生差異。

The purpose of this study was to investigate the perspectives of preschool teachers in Taipei City on teaching efficacy for young children with disabilities. It would further explore the influences of the variables of personal background, professional training, and teaching tasks on participating teachers’ efficacy beliefs. The validity and reliability of self-made instrument was utilized, and public preschool teachers in Taipei City were the targeted participants for this study. The questionnaire used purposive sampling was sent to 279 potential participants from 45 schools; 219 complete responses were received, yielding a 78.49% response rate. Based on the results of factor analysis, there are five domains of teaching efficacy were found:“teaching plan,” “teaching strategy,” teaching content,” “teaching evaluation,” and “instructional interaction.” Data were analyzed using descriptive statistics, analysis of variance, and t-tests. The results are found as follows: (1) Perspectives of preschool teachers in Taipei City on teaching efficacy for young children with disabilities are between consistent and very consistent, showing a high level of their teaching efficacy. Among the data, “instructional interaction” scores the highest while “teaching strategy” scores the lowest; (2) as for the personal background area, the variable of highest educational degree would result in significant differences of Taipei City preschool teachers’ perspectives on instructional interaction and teaching evaluation; (3) as for the professional training area, the variables of early childhood special education backgrounds as well as the professional development trainings would result in significant differences of the perspectives on Taipei City’s preschool teachers’ teaching efficacy; and (4) as for the teaching assignment area, the variable of young children with disabilities’ ratio would result in significant differences of the perspectives on Taipei City’s preschool teachers’ teaching efficacy.