本研究旨在探討國中社會領域初任教師知覺組織支持、教師同僚共享氛圍與其自我效能之關係，並探究其職場之具體困境與因應策略。本研究先透過問卷調查法並以偏最小平方法分析變項關係，再以半結構式訪談去深入了解國中社會領域初任教師有別於其他教師面臨之具體困境與因應策略。在問卷調查部分，研究者取得初任社會領域正式教師共120位之有效問卷。半結構式訪談之對象，則為12位初任社會領域教師。研究主要發現歸納如下：（1）國中社會領域初任教師知覺組織支持及教師同僚共享氛圍對於教師自我效能有正向影響，其中教師知覺之組織支持透過對教師同僚共享氛圍之部分中介，對其自我效能產生影響；（2）國中社會領域初任教師面臨之困境與其他主科之教師會有不同，並需要學校行政端、教師同儕以及初任教師共同的投入並適時援引外部資源來克服。最後，研究者提出相關建議，供國中社會領域初任教師、學校行政單位、教育行政機關及未來相關研究之參考。

This study aims to look into the relationship among novice social studies field teachers' perceived organizational support, collegiality, and teacher efficacy in Junior High School context and their perception of the workplace challenges and corresponding solutions. The data was collected using interview and survey methods. Valid survey data was collected from 120 social studies teachers, among which 12 teachers were interviewed. The main findings can be summarized as follows: 1) Collegiality partially mediates the relationship between teachers' perceived organizational support and teacher efficacy; 2) the challenges of novice social studies teachers are not the same as those of other subject areas teachers and it takes the school administration, novice teachers and their colleagues altogether to overcome the hurdles. Based on the findings, suggestions are provided for educational administration authority, school leaders, novice social studies teachers and for future studies.