本研究旨在探討中小學實施教師分級制度及其可行性，探用文獻分析法及調查研 究法進行研究。首先以文獻分析法，來蒐集教師分級之有關理論文獻，加以歸納整理 後，再分別從教育學、心理學及社會學角度研析教師分級制度的相關理論觀點，另蒐 集美國、日本、大陸地區及臺灣地區中小學教育人員人事現況及職業分級制度實施情形，作 為編製預試問卷之依據。最後本文再從臺灣地區的中小學教育人員中分層隨機抽取 (stratified random sampling) 1600 人 (國小教師 800 人、國中教師 400 人、高中教師 200 人、高職教師 200 人 ) 行進問卷調答。問卷共回收 1129 份，扣除填答不全者 74 份 ，有效問卷 1055 份。本研究之結論共有 13 項，文末並對行政機構、學校行政及教師個人 提出 11 項建議。

　　　　　This study was designed to discuss the practice and feasibility of the career ladder program for teachers of elementary and secondary schools by the document analysis method and the survey method. First, I applied the document analysis method to collecting the theoretical documents about the career ladder program in question and then synthesized these documents.Second, I analyzed the theoretical points of view of the career ladder program for the teacher in terms of education studies, psychology and sociology. In addition, I designed pre-test questionnaires based on the present situation and the profession career ladder program of the teachers of elementary and secondary schools in America, Japan, mainland China, and Taiwan. Finally, a questionnaire was designed to take a sample of 1600 elementary and secondary schools teachers in the Taiwan area (800 elementary schools teachers, 400 junior high schools teachers, 200 senior high schools teachers, and 200 vocational secondary schools teachers). Out of the 1600 questionnaires, 1129 questionnaires were returned- 74 questionnaires were invalid, while 1055 questionnaires were valid. Conclusions were drawn for 13 points and, 11 suggestions for teachers, administrative bodies and school authorities were made.