本研究以高中職教師為例，建構一份具有良好信效度的教師工作價值觀量表，而後再應用量表分析教師工作價值觀現況。基於此，本研究遂採用分層隨機抽樣方式，第一階段取樣235位教師進行項目分析、探索性因素分析與信度分析；第二階段取樣478位教師，並隨機分成兩組獨立樣本，分別進行驗證性因素分析與複核效化。最後，應用此量表進行現況調查與討論。本研究結論如下：（一）教師工作價值觀可分為自我實現、組織安全與身心健康等三種，各分量表的Cronbach α值為.92、.89、.89，總解釋變異量為66.08%，而以二階單因素模式為一最簡效模式；（二）教師工作價值觀現況以自我實現情形最為良好，而以組織安全情形較為弱勢；（三）男性教師比起女性教師有較強的自我實現與身心健康知覺；（四）高中教師比起高職教師有較佳的組織安全知覺；（五）公立學校教師有較理想的組織安全與身心健康知覺。

This study took upper secondary school teachers as an example to construct a reliable and valid scale and to investigate the status of teachers' work values. Through stratified random sampling, a pre-sample data of 235 teachers were examined using item analysis, exploratory factor analysis, and reliability analysis. A formal sample data of 478 teachers was then randomly divided into two groups to perform confirmatory factor analysis and cross-validation. Finally, the status survey and discussion was conducted using this scale. The results revealed that: (1) teachers' work values composed of self-realization, organizational security, and physical/mental health with Cronbach α of .92, .89, and .89 respectively and a total variance explained of 66.08%. A second-order factor model was the most efficient model; (2) teachers’ work values was most robust in ＂self-realization＂, but weakest in ＂organizational security＂; (3) male teachers showed higher perception in ＂self-realization＂ and ＂physical/mental health＂; (4) high school teachers showed higher perception in ＂organizational security＂ than vocational school teachers; (5) public school teachers showed higher perception in ＂organizational security＂ and ＂physical/mental health＂.