本研究旨在瞭解臺北市國民小學教學輔導教師制度，94學年度試辦之成效與困境。本研究兼採問卷調查與焦點團體訪談二種研究方法，以「教學輔導教師制度實施現況與成效意見調查問卷」及「教學輔導教師制度實施現況與成效焦點團體訪談大綱」為研究工具，進行研究。 根據研究結果發現，臺北市國民小學教學導師制度有下列實施之成效： 一、受訪者對於教學導師與夥伴教師的「互動方式」、「互動品質」、「互動頻率」、「學校對教學導師制度的實施成效」、「教學導師對於自己的輔導表現」皆感到滿意。 二、教學導師所發揮的功能獲得相當高程度的肯定，其中尤以：「協助教師解決教職生活適應問題」、「協助教師進行班級經營」、「協助建立學校同儕互動文化」、「協助教師解決教學問題」、「協助教師進行學生輔導」等功能更受肯定。 三、經過一年的教學輔導推行，大多數的行政人員願意繼續在校內推動教學導師制度；大多數教學導師願意繼續擔任下一年度的教學導師；多數夥伴教師願意繼續接受教學導師的輔導和協助。 此外，本制度的推展亦發現許多困難，例如：「教學導師與夥伴教師任教年級、科目未能配合」、「夥伴教師的教學或行政工作負擔沉重」、「夥伴教師沒有減少授課時數，缺乏與教學導師進行互動的時間」、「教學導師與夥伴教師雙方缺乏共同討論時間」、「夥伴教師未接受足夠的教學導師制度職前培訓與在職成長課程」等問題。

The purpose of this study was to investigate the effect and implementation difficulty of the 2005 mentor teacher program for elementary schools in Taipei. The research methods were questionnaire survey and focus group interview. According to the survey and interview findings, the positive impacts of the program were: (1) mentor teachers and partner teachers (proteges) were satisfied with their interaction, (2) the functions of the program were recognized by mentor teachers and partner teachers, (3) mentor teachers and partner teachers were willing to continue their relationships. The implementation problems of the program were found to be the following: (1) some menter teachers were not matched with the partner teachers who taught the same grade level or subject matter; (2) the instructional loading of the partner teachers were quite high; (3) the mentor teachers and partner teachers did not have adequate time for informal and formal conferencing, planning, and conversation, (4) the preservice and inservice training of partner teachers were not enough. Based on the research findings, some recommendations are proposed to improve the implementation of the program.