本研究旨在瞭解大學工程學系實施成果導向認證制度之現況與成效，並分析教師認同度、學校支持度、教師個人背景變項與其參與認證態度之關係。本研究以通過工程教育認證的47個學系為範圍，分層隨機抽樣300位教師進行問卷調查，另以半結構深度訪談方式訪談5位教師，以了解影響教師參與認證態度的相關因素。 本研究結果如下： 一、「認證目的」、「認證之教學效益」、「獎勵措施」、「行政支援」、「學校類型」、「參與學系認證工作時間」與「教師參與認證態度」達顯著正相關。 二、在半淨相關複迴歸分析中，前述6項因素共解釋了「教師參與態度」50%的變異量，其中「認證目的」、「獎勵措施」與「認證之教學效益」3項因素達顯著水準。 三、在多元逐步複迴歸分析方面，「認證目的」、「獎勵措施」與「認證之教學效益」依序為預測「教師參與認證態度」的因子，此3項因子共解釋了49%的變異量。 四、教師對於「認證目的」之認同程度差異大。 五、教師對於「認證之教學效益」的認同程度分歧大。 六、學校行政支援程度影響教師投入認證工作的意願。 七、獎勵措施激勵教師更關注教學工作。 八、不同學校類型的持續改進積極度有所差異。 九、教學互助支援的風氣尚未見成效。 最後依研究結果提出對推動認證制度及未來研究的建議。 The purpose of this study is to investigate the relationships among the faculty's attitude toward accreditation, support of the administration, and the individual faculty's background accreditation. Stratified random selection was used in the sampling survey, the sample size is 300. In addition mail survey and semi-structure in-depth interview were used to collect data. There are six important findings of this study: (1) objective of accreditation, effectiveness of accreditation, reward system, type of the university to take part in, time for executing accreditation, the faculty's attitude of participation are significantly related; (2) objective of accreditation, reward system and effectiveness of accreditation are pivotal predictors of the faculty's attitude; (3) recognition of the importance of accreditation among different faculties were significantly difference; (4) administrative support of the university affects the willingness of the faculty's involvement for accreditation execution; (5) the reward system could encourage the participating faculty to enhance their teaching involvement; (6) instructional cooperation did not facilitate during the accreditation process. Finally, 8 implications are recommended at the end of the thesis.
