本研究的目的在了解臺灣地區啟聰教育教師對教師所需具備的專業能力之看法， 並探討師資養成機構之課程配合情形。研究者以美國之相關法規指引為本土化問卷之依據。 研究者以臺灣地區的啟聰學校（含幼稚部、國小部、國中部、高職部）以及啟聰班（含國小 與國中階段的自足式與資源式的啟聰班）之教師為對象， 共發出 700 份問卷，有效回收問 卷為 398 份。 研究結果發現（一）全體啟聰教育教師認為最重要的教師專業能力為：處理 學生問題行為的能力、公平地對待聽覺障礙學生、激發並維持學生活動與興趣的能力、靈活 運用各種教學方法的能力、靈活運用各種教學方法的能力、配合學生的發展需求，安排教學 活動的能力、促進聽覺障礙學生獨立溝通的能力、引導學生培養積極自我概念的能力、有效 地實施教室管理的能力、評估學生安置及教育方案適應性的能力與評量學生的語文能力。（ 二）不同部別的啟聰教育教師，對教師專業能力的看法，除了手語專業能力外，皆呈顯著差 異。（三）不同安置的啟聰教育教師，在特殊教育與啟聰教育基礎、人際溝通與專業倫理、 口語教學溝通、與手語教學溝通能力等類別的專業能力，具有顯著差異。（四）啟聰學校不 同部別的教師，對教師專業的看法，除了手語教學溝通能力以外，其餘類別的能力，皆呈顯 著差異。（五）啟聰班與資源班中不同部別的教師，對教師專業的看法，各類別的能力，除 了手語教學溝通能力以外，皆呈顯著差異。（六）不同安置下的國小部啟聰教育教師，對教 師專業能力的看法，大致相同。只有在手語教學溝通能力方面，國小部啟聰教育教師對教師 的專業能力有差異存在。（七）不同安置下的國中部啟聰教育教師，對教師專業能力的看法 ，大致相同，只有在口語教學溝通能力與手語教學溝通能力方面，看法不同，且呈顯著差異 。（八）啟聰教育教師，對口語╱手語教學溝通能力的看法，在不同部別與不同安置二者間 ，並無交互作用存在。（九）其他不同背景變項（年齡、教學年資、特殊教育專業訓練）的 啟聰教育教師，對教師專業能力需求，並無顯著差異存在。（十）目前師範院校特殊教育系 聽覺障礙組的師資養成的課程，大部分可以配合啟聰教育教師的專業能力需求，但未來仍有 必要再加開部份新課程，以培育適才適所的啟聰教育教師。

　　　　　The purpose of the study was to understand competencies needed by teachers of students with hearing impairments in Taiwan and to explore if courses offered by preservice training institutions matched those competencies. The researcher used a questionnaire to ask opinions on professional competencies need for 398 teachers who taught students with hearing impairments at different school settings across various levels. Results showed the following findings: (1) All teachers of students with hearing impairments perceived that the most important competencies are: dealing with students' problem behaviors, treating students fairly, applying various instructional methods vividly, arranging activities based on students' developmental needs, facilitating students' independent communication skills, guiding students to build up positive self concept, conducting classroom management effectively, assessing students' placement appropriately, and assessing students' verbal abilities. (2) Teachers who taught at different levels held significant different opinions on most categories of competencies. (3) Teachers who taught at different placement settings existed significant different opinions on most categories of competencies. (4) Deaf-school teachers who taught at different school age levels held significant different opinions on most categories of competencies. (5) Teachers of resource rooms and special classes who taught at different school levels held significant different opinions on most categories of competencies. (6) Elementary school-level teachers who taught at different placements held same opinions on most categories of competencies. (7) Junior-high school-level teachers who taught at different placements held same opinions on most categories of competencies. (8) There was no interaction effect of different levels and different placements on teachers' competencies. (9) The background information variables had no significant different effect on teachers' competencies. (10) The courses offered by preservice teacher preparation universities/colleges could meet most competencies requirements; yet it is necessary to offer more new courses in the future.