2010年 6月工會法修正，教師取得組織工會的合法地位。不過各別縣市要有超過一半的教師加入，教師工會才具有協商權。目前對教師工會的研究，大都在探討未來運作可能面臨的問題，對於也很重要之影響教師參加教師工會意願的因素，卻較少涉及。本研究運用「 2008年台東縣全體專任教師普查」資料對教師參加教師組織意願的影響機制作路徑分析。主要發現如下：(1) 台東地區教師願意參加教師工會的比率為 20.8%，願意參加教師公會的比率為42.1%。(2) 服務年資 16年以上教師，參加教師公會意願較 0-5年低；兼行政教師參加教師工會意願較專任教師低，而代理教師參加教師公會意願也較專任教師低。(3) 教師抗爭意識與專業自主意識愈高，參加教師工會與教師公會的意願都愈高。(4)擔任主任教師因抗爭意識較低，而降低參加教師工會的意願；代理教師因專業自主意識較低，而降低參加教師公會的意願。

After the Labor Union Act revision in June 2010, teachers may legally form teachers’ unions. However in a county or city, the participation rate of teachers’ unions must be higher than 50% to be legally qualified with negotiating rights. Most studies on teachers’ unions focused on potential forthcoming problems while the factors affecting teachers’ inclination towards participating teachers’ unions were less investigated. The present study uses the 2008 full-time teachers’ census data in Taitung and conducts a path analysis on the influence mechanism of teachers’ inclination to participate in organizations. The major findings are: (1) 20.8% of teachers in Taitung show inclination to participate in teachers’ unions whereas 42.1% of them incline to join teachers’ associations. (2) Teachers with more than 16 years of service are less inclined to join teachers’ unions than their counterparts with 0-5 years of service; teachers with administrative responsibilities and substitute teachers are less inclined to join teachers’ unions than full-time teachers. (3) The higher the teachers’ resistance consciousness and consciousness of professional autonomy, the higher the inclination to participate in teachers’ unions and associations. (4) Teachers who take director positions are less inclined to join teachers’ unions because they have lower resistance consciousness; substitute teachers show lower inclination to participate in teachers’ unions due to lower consciousness of professional autonomy.