本研究之目的在探討啟智班教師在教學支援需求與教學自我效能之關係。本研究以問卷調查和訪談方法進行，以國中小啟智班和啟智學校教師為研究母群，抽取正式問卷樣本846人，訪談樣本20人。獲得之主要結論如下：
一、啟智班教師在教學支援需求程度的高低順序為：教學設備、行政支
持、諮詢服務、在職進修。在教學支援獲得程度的高低順序為：行政
支持、教學設備、在職進修、諮詢服務。在教學自我效能的高低順序
為：系統呈現教材、善用教學評量、教學計畫與準備、多元教學策
略、良好環級氣氛。
二、教學支援獲得程度與教學自我效能呈顯著正相關，亦即教學支援獲得
程度高，其教學自我效能也高。
三、不同性別、年齡、教育專業背景、任教地區、任教階段別之啟智教師
在教學支援需求程度上，無顯著差異。
四、年資愈淺之教師教學支援需求程度最高；年齡愈小之教師在教學支援獲得程度最低。
五、特殊教育研究所畢業之教師在教學支援獲得程度的得分較高。
六、年資在11-15年、16年以上之啟智班教師，其教學支援獲得程度顯著高於5年以下之教師。
七、服務在直轄市、省轄市之教師，其教學支援獲得程度顯著高於服務在「縣」之教師。
八、啟智學校教師在教學支援獲得程度上，顯著高於國中小啟智班教師。
九、女教師教自我效能著高於男教師；21-30歲教師教學自我效能最低；年資愈久之教師，其教學自我效能愈高；特殊教育研究所畢業之教師其教學自我效能最高。
十、不同任教地區、任教階段別之啟智班教師在教學自我效能無顯著差異。
十一、教學設備、行政支持、性別、年齡四個變項對教學自我效能具有預測力；進一步以徑路分析發現，係由行政支持影響教學設備，然後再預測教學自我效能。
本研究的建議為：
一、校長的儲訓與在職進修，宜加強特殊教育理念之宣導。
二、教育經費合理分配，均衡城鄉教育發展。
三、提供教師進修機會，以提升專業知能。
四、落實親職教育鼓勵家長在家教學輔導。
五、行政人員應給予啟智班教師支持與鼓勵。
六、教師應參加各項進修活動，以提升教學自我效能。

ABSTRACT
The purpose of this study is to discuss the relationship between teaching support needs and teaching self-efficacy of teachers who teaching students with mental retardation. The study is based on quesionnaires and in-depth interviers. The population of this study was classes for the mentally retarded in elementary schools and junior high schools and teachers in schools for mentally rtarded. A questionnaire developed in this study was used to surver on 846 teachers, while 20 teachers accepted interviews. The major findings were as followed：
1. The order of teachers teaching support needs in special classes is as followed：teaching equipment, administrative support, consulting service, in-service training. The order of teaching self-efficacy is as followed ：presenting materials systematically, using teaching assessment well, teaching plan and preparation, multiple teaching strategies, and good class climate.
2. Teaching support availability and teaching self-efficacy present significant correct correlation. It means that if teaching support availability increases, teaching self-efficacy increases , too .
3. There is no significant difference in teaching support needs of teachers who teaching students with mental retardation on sexes, ages, professional backgrounds, areas, and stags.
4. Teachers with fewer teachers’years of service need teaching support needs most;the younger teachers get the lower teaching support availability.
5. TEachers graduatec from special educational graduate school got more points in teaching support availability.
6. The degree of teaching support availability of teachers with teachers’years of service between 11-15 years and over 16 years was significantly higher than that of teachers with teachers’years of service below 5 years.
7. The teaching support availability of teachers whol work in provincial city and municipality was significantly higher than that of teachers who work in county.
8. The degree of teaching support availability of teachers in schools for the mentally retarded was significantly higher than that of teachers in classes of elementary schools and junior high schools for the mentally retrded.
9. Female teachers’teaching self-efficany was significantly higher than male teachers; teachers whose age between 21-30 got the lowest teaching self-efficacy;the longer teachers’ years of service, the higher teaching self-efficacy; teachers graduated from special educational graduate school got the highest teaching self-efficacy.
10. There is no signicicant difference of teachers’teaching self-efficacy in different area and stages.
11. The four factors:teaching equipment, administrative support
, sex and age were provided with prediction. By further analyzing can find that administrative suppoet affects teaching equipment , than forecasts teaching self-efficacy.
The suggestions of the study are ilsted.
1. Give principles in-service training to reinforce the advocates of special educational ideas.
2. Distribute educational budget reasonably to balance educational deveplopment between tow and country.
3. Provide teachers in-service training opportunities to promote professional knowledge.
4. Carry out parents’education and courage parents to give teaching assistance at home .
5. Administrators should give special teachers support and encouragement.
6. Teachers should participate in all kinds of in-service training to promote teaching self-efficacy.