本研究旨在瞭解臺中市國小教師對特色學校認知與態度之研究，採文獻分析法、參與觀察法及問卷調查法，以臺中市國小教師為研究對象，以分層隨機抽樣方式發出問卷，發出500份，回收有效問卷456份。問卷調查所得資料，經統計分析，獲得以下結論：一、臺中市國小教師對特色學校具有高度的認知。二、臺中市國小教師對特色學校的態度趨於正向。三、影響臺中市國小教師對特色學校認知的背景變項有擔任職務、參加過特色學校相關之活動或研習、學校是否曾參與 發展「特色學校計畫」、任教學校地區。四、影響臺中市國小教師對特色學校態度的背景變項有擔任職務、參加過特色學校相關之活動或研習、學校是否曾參與 發展「特色學校計畫」、任教學校地區。五、臺中市國小教師對特色學校的認知與態度之間有顯著相關，國小教師對特色學校的認知愈高，其對特色學校的態度 就愈正向。六、臺中市國小教師對特色學校的認知愈高，愈能有效預測國小教師對特色學校之正向態度。 根據本研究結果，向教育行政機關、學校行政單位及教育工作者提出建議，俾供將來國民小學欲發展特色學校與後續研究之參考。關鍵詞：特色學校、認知、態度 The aim of this study was to explore cognition and attitudes toward featured school among elementary school teachers in Taichung. Methods of literature review, participant observation and survey were conducted in the research. Stratified random sample of 500 subjects representative of the general elementary school teachers in Taichung city was asked to fill up a questionnaire and 456 valid responses were collected. After the data had been analyzed, the major findings of the study were shown as follows:1.The elementary school teachers in Taichung city had high cognition of featured schools.2.The elementary school teachers in Taichung city had positive attitudes toward featured schools.3.The background variables that affected the elementary school teachers’ cognition of featured schools were participating in featured school programs, holding a post associated with featured school program, participating in the related activities or workshops as well as an area where teachers teach.4.The background variables that affected the elementary school teachers’ attitudes toward featured schools were participating in featured school programs, holding a post associated with featured school program, participating in the related activities or workshops as well as an area where teachers teach.5.The teachers’ cognition and attitudes toward featured schools were significantly correlated. The higher cognition the teachers had; the more positive attitudes they had.6.The fact that the teachers had high perception of featured schools could validly predict teachers’ positive attitudes towards featured schools. Based on the results of the study, suggestions are made for administrative organizations, schools’ administration, educators, schools that would like to develop their distinctive features and future studies. Keywords: featured school; cognition; attitude
