國民中小學教師的平均退休年齡逐年下降，在這群退休教師當中，有不少身體健康且熱心公益的人，鼓勵他們回到其最熟悉的校園擔任志工，不僅可協助退休教師適應退休生活，更能發揮其所長，改善學校人力不足的現象。本研究係以Ajzen (1985)的計畫行為理論(The Theory of Planned Behavior)為架構基礎，以增進和維持退休教師參與學校志工的意願為主題，整合高齡志工參與動機和相關研究，建構一個對於退休教師參與學校志工行為意向具有預測及解釋力的「學校志工參與行為意向模式」；同時並透過與幾所國中小行政人員和退休教師的深度訪談，從多元角度瞭解影響退休教師參與學校志工的原因，藉以改善這些影響因素，提高退休教師回來學校服務的意願。 經結構方程式模型(Structural Equation Model, SEM)分析方法驗證本研究所建構的「學校志工參與行為意向模式」，和深度訪談分析的結果，本研究發現「行為控制知覺」對於退休教師擔任學校志工「行為意向」的影響最重要，「主觀規範」影響較小，「態度」則無顯著影響，並且在「行為控制知覺」中又僅有「自我能力」具有顯著的影響，表示政府在招募退休教師回來服務時，以促使退休教師覺得具有擔任學校志工的自我能力最為重要，主管機關可以透過宣導擔任學校志工毋須太多的時間與體力、並依據他們的專長、興趣等需求分配工作，提高退休教師回來服務的意願。同時透過深度訪談結果發現，「與原服務學校或過去同事的情感連結」以及「具有被學校需要的感覺」兩項心理層面因素，亦會對於退休教師參與學校志工的意願產生影響。 本研究建議學校單位可透過設立退休聯誼會辦公室、邀請退休教師回來參與學校活動等方式，維繫退休教師與學校之間的情感；並經由多方管道傳達學校需要退休教師協助的訊息、肯定與感謝退休教師的貢獻，使退休教師產生被需要感，提昇回來學校服務的意願。對於政府推行的「退休菁英風華再現」計畫，在計畫內容方面則建議應讓可受到計畫獎勵的志工服務項目範圍擴大，並且降低對於退休教師的津貼補助，將其用於替退休教師購買意外保險、辦理志工學習成長課程等志工福利，鼓勵更多教師願意回來學校服務；同時並透過適當誘因設計如敘功嘉獎，鼓勵承辦此項業務的行政人員積極邀請退休教師回來學校服務。 / In recent years, the average retirement age of teachers in elementary and junior high school has declined. Many retired teachers are still healthy and warmhearted. If we could encourage retired teachers to serve as school volunteers, not only their lives could be more fulfilled, but also the schools could benefit from their professional specialty and then improve the situation of insufficient human resources. This thesis examines the antecedents of the voluntary behavior of retired teachers in the context of an integrated behavioral model that incorporates a wide variety of important factors from previous researches on volunteer behavior into a single theoretical framework provided by the Theory of Planned Behavior. The model was tested using data from a sample of 219 individual respondents by Structural Equation Model. Moreover, four voluntary teachers and six school administrators were interviewed to thoroughly explore factors affecting the success of the “Voluntary Teaching Program” in Taipei County. Overall, the model results indicate that the strongest effects in voluntary behavior of retired teachers are due to behavioral intention, perceived behavioral control, and subjective norm. The key determinant of perceived behavioral control is self-efficacy, suggesting the more capable a person believes he or she is, the more control the person feels about being a school volunteer. Thus, policymakers should constantly devote efforts at broadcasting the information that serving as school volunteers only need a little time and effort. School administrators simultaneously should allocate voluntary tasks by volunteers’ specialty, interest, and other demands. Moreover, the interviews results suggest that both “the emotions connecting with school and past colleague” and “the sense of being demanded” influence the willingness of retired teachers to serve as school volunteers. Based on the research results, we provide policymakers with specific suggestions on ways to encourage this kind of voluntary behavior. For example, with the design of the Associations of Retired Teachers and regular re-union activities, retired teachers will be emotionally attached to schools. In addition, spread news for asking for retired teachers’ inputs and thank them for their devotion, it will make retired teachers feel needed. About the “Voluntary Teaching Program” policymakers should encourage and reward spiritedly for more voluntary teachers, but reduce the grants, and then utilize this grant budget to give some appropriate welfare resources for voluntary teachers such as labor insurance and some courses for spiritual development. Besides, policymakers should provide a few reward incentives for school administrators to encourage them to invite retired teachers to serve as school volunteers.