本研究旨在瞭牽臺灣地區普通班與啟智班教師教育專業承諾現況，探討國小普通班與啟智班教師的個人因素、家庭因素、學校因素、社會因素與教育專業承諾的關係。 本研究以自編「國小教師教育專業承諾量表「(量表由「專業認同」、「工作投入」、「留業意願」等三個分量表組成)為研究工具，採叢集分層隨機抽樣方式，調查普通班與啟智班教師各312人，有效問卷計普通班教師292人、啟智班教師196人，資料統計分析方法主要使用多變項變異數分析及多變項多元逐步迴歸。 根據調查結果，本研究獲得以下的結論： 1.國小普通班與啟智班教師教育專業承諾均呈現優良正向的特質，唯兩者間在專業認同層面有顯著差異。 2.本研究的背景變項(個人、家庭、學校、社會因素)中大部皆均對教育專業承諾具有影響力。 為提昇教師教育專業承諾，本研究提出對師資培育機構、教育行政機關、學校校長及行政人員的建議，以供參考。

　　　　　The purpose of this study was to understand compartively the educational professional commitment of the teachers of self-contained mentally retarded classes and regular classes in Taiwan and to investigate the relationship between teacher's background (personal, familial, school, social) variables and professional commitment. Adopting from several available resources, the "Educational Professional Commitment of Teachers in Elementary Schools Inventory" was developed in the study as an instrument. Cluster stratified random sampling was used in the investigation. Data were collected from the teachers of 196 self-contained mentally retarded classes and 292 regular classes. The obtained data were analyzed by two-way MANOVA and multiple stepwise regression. Three dimensions were illustrated in the study; including involvement, professional identity and intent to stay. The conclusions drawn from the study are as in the following: 1.The educational professional commitment of the teachers from self-contained mentally retarded classes and regular classes were found excellent, but there was a significant difference in professional identity between them. 2.The variables of most of the teacher's background in this study are the significant predictors of professional commitment. Recommendations were made to base on the findings of the study, for teacher cultivating institution, education administration, principals and school administrators.