本研究主要在探討，臨床護理教師受學生歡迎與否，其行為特質之表現。研究顯 示，受學生歡迎之教師其在四類行為上，都受到學生的認同，依序表現最佳的分 別是人際關係、人格特質、教學能力以及專業勝任，而不受歡迎的教師，其依序 表現最差者分別是人格特質、人際關係、教學能力以及專業勝任。而受歡迎與否 的教師比較其在四類行為上，都達到顯著的差異，但在人格特質的表現上有最大 的差異，而在專業勝任上的表現差異最小。同時不論受歡迎與否，學生均為教師 有足夠的專業知識，但在解釋及示範新技術時，教師都是表現最差的項目。本研 究進一步建議，應多培臨床護理教師成熟的人格特質，並在給予在職教育後，進 一步探討是否可改善教師不受歡迎的情況。

　　　　　The purpose of this research was to identify the behavior difference of the clinical nursing faculty. A questionnaire with 5-point likert-type scale was used in this study. The popular teachers demonstrated win high recognition from the students in four behavior categories: interpersonal relationship, personality characteristics, teaching ability and professional competence. They all have the significant difference as compared with those teachers who are not popular to the students. The most significant difference lies in the personality characteristics (t=16.66, p< 0.001). In addition, the professional competence shows less discrepancy between the two groups (t =5.42, p< 0.01). Both types of teachers hold the highest scale in the "sufficient professional knowledge". However, the " skillful clinical technique" was evaluated to be the lowest in the two groups. Such results can provide a guide to the faculty continuing education.