本研究旨在探究影響實習困擾的因素，主要探究的問題包括:(1)實習教師的性別與實習困擾的關係為何? (2)實習教師的施教對象與實習困擾的關係為何? (3) 實習教師的任教領域與實習困擾的關係為何? (4) 實習教師的養成背景與實習困擾的關係為何? (5)實習教師有否參與讀書會與實習困擾的關係為何? (6) 實習教師的個性型態與實習困擾的關係為何? (7)實習教師之實習學校對實習制度的了解度與實習困擾的關係為何? (8)實習教師之實習輔導老師對實習制度的了解度與實習困擾的關係為何?為達此研究目的，本研究針對七所師資培育機構所抽出的231位實習老師以郵寄問卷方式調查，共有125份有效問卷。本研究再以相關分析、半淨相關複迴歸、逐步複迴歸分析，試圖找出相關因素與「實習教師之實習困擾」的相關性，也進一步找出「特定背景變項」單獨解釋「實習教師之實習困擾」的變異量，並試圖找出預測「實習教師之實習困擾」的最佳組合因素。統計分析結果顯示「性別」、「有無參與讀書會」、「實習學校對實習制度的了解度」、「師傅對制度的了解度」四個因素與「實習困擾」達到顯著相關。進一步採用半淨相關複迴歸分析發現，「性別」此變項單獨解釋「實習困擾」百分比的變異量達到顯著水準，且解釋量也最高。最後，經由多元逐步迴歸分析發現，實習學校對實習制度了解度(了解)、性別(男)、有參與讀書會依序為預測「實習困擾」的重要因子。質化的資料顯示實習制度中變更的項目是造成實習教師產生實習困擾的主要因素。另外，實習老師參與讀書會、返校座談會的規劃、導師實習的安排等對於教育實習都有潛在影響，值得教育單位深入探究。 The purpose of this study is to find out factors lead to problems and concerns of student teachers. Research questions were explored as: (1) what is the relationship between student teachers’ gender and problems of student teaching? (2) what is the relationship between students student teachers taught and problems of student teaching? (3) what is the relationship between student teachers’ subject areas and problems of student teaching? (4) what is the relationship between student teachers’ nurture background and problems of student teaching? (5) what is the relationship between study group participation and problems of student teaching? (6) what is the relationship between personality of student teachers and problems of student teaching? (7) what is the relationship between policy understanding of school members and problems of student teaching? (8) what is the relationship between policy understanding of cooperative teachers and problems of student teaching? In order to achieve goals of this study, 231 student teachers from seven teacher programs are randomly selected. Mail questionnaires are used to collect data. The key findings of this study are as follow: 1. (1) There is a low positive relationship between gender and problems of student teaching. (2) There is a low negative relationship between study group participation and problems of student teaching. (3) There is a low negative relationship between policy understanding of school members and problems of student teaching. (4) There is a low negative relationship between policy understanding of mentors and problems of student teaching. 2. In semi-partial multiple regression analysis, four variables explained variance of 11.4%. 3. In stepwise multiple regression analysis, three variables explained variance of 15.7%. 4. Policy understanding of school faculty has great emphasis on problems of student teaching. 5. The expected effectiveness of study group participation is not so good. On the contrary, study group participation leads to lots of problems and worries. 6. Female student teachers are aware of more worries and problems. 7. Changed items of intern policy are the main reasons to cause problems and worries of student teaching. 8. Condition of student teachers who specialize in artistic skills should be attentive. 9. Student teachers who is impulsive or forthright is not appreciated under school culture. Several suggestions are recommended at the end of this study.
