本研究係以三次焦點團體訪談方式訪談15位從事啟智教育工作之教師，以探討其所謂之教師效能。根據質性資料分析顯示，教師效能可包話：教師的教學能力、教師的問題解決能力、教師的自我調適/要求能力、與家長建立良好的親師關係的能力、與同仁的合作協調能力以及取得學校行政配合/支援的能力等六個向度。與國外文獻比較，國內啟智教育教師所覺知之教師效能有其相似之處，但也有其特殊之處。

　　　　　The purposes of this study were to investigate the constructs of teacher efficacy for teachers of students with mental retardation. Through 3 focus group interviews, 15 teachers were interviewed about teachers efficacy that they perceived. The results indicated that teacher efficacy included: personal teaching competency, problem-solving abilities, abilities of self-adjustment, cooperative abilities with parents, colleges and school administrators, respectively. some of the constructs of teachers efficacy in this study are similar to the research findings, but some are different.