本文針對我國中學教師之課程決定自主性問題進行概念分析與實證性的調查探究，探討重點包括教師課程決定自主性的應然層面、實然層面、自主類型，以及內外在影響因素等。主要研究發現包括：1.我國中學教師均認為其本身應具備課程決定自主性，但事實上所擁有的課程決定自主性卻是不甚充分的，落差最大的項目是「選擇教科用書」；2.絕大多數的教師其課程決定自主類型屬於「調適型」；3.影響教師課程決定自主性內在因素有二類，包括「學養能力因素」與「意識意願因素」，外在因素有四類，包括「社會—地區因素」、「學校—法令因素」、「課程教材因素」以及「學生因素」等，其中內在影響因素的重要性高於外在影響因素。基於研究發現，本研究建議教育當局應重視教師課程決定自主性有所落差的事實，鼓勵教師關切並從事課程決定相關事項，並應透過教師職前與在職教育，加強有關課程的目標、組織、設計、實施、評鑑等議題的研討。而教師本身亦應積極配合教科書陸續開放，開始重視及提升教科書評選相關知能，有關課程決定自主類型方面則應進一步擴大調適型之範圍，並朝向創造型方向發展。

The purpose of this study is to explore the teachers’ autonomy in curriculum decision-making. In this study, I analyze the concept of the teachers’ autonomy in curriculum decision-making. Furthermore I used a questionnaire to investigate the teachers’ autonomy in curriculum decision-making in middle schools and high schools in Taiwan. According to the results of empirical investigation, I find there is a wide gap between the real situation and the “ought to” situation of the teachers’ autonomy in curriculum decision-making. The type of teachers’ autonomy in curriculum decision-making is the “adaptive type” primary. The factors that influence the teachers’ autonomy in curriculum decision-making include internal factors and external factors. The internal factors include teachers’ knowledge and skill, and teachers’ consciousness and aspiration. The external factors include social—local situation, school—law regulations, curriculum—instructional materials, and student’s attitude and ability. Finally, I provide several suggestions to authorities in education and school teachers.