由於社會變遷和人口結構的改變，終身學習和成人教育的觀念越來越受重視，政府也不斷致力於推廣成人教育，並促進成人教育的法制化，落實終身學習以培養人才提升國家競爭力，公務人員身為政府一員，直接受到政府終身教育政策的推波助瀾，參與在職進修的公務人員日益增多。本論文的研究目的在於了解公務人員參與進修的動機和效用，意即公務人員參與進修對於其職能發展是否有實質幫助。研究對象為目前就讀於碩士在職專班的公務人員，利用問卷調查法蒐集第一手資料，以因素分析萃取出公務人員參與在職專班的進修動機，並以工作專業成長和生涯週期理論歸納出進修後的職能發展情況；再進一步探討公務人員的進修動機、進修期間的學習行為表現和進修後的職能發展面向之間的關係，共包含三個面向：「思考能力」、「專業職能」和「生涯發展」，以及「整體職能發展」為依變項進行迴歸分析。 　　研究結果發現：一、公務人員以「自我取向」為主要的進修動機，顯示出公務人員已能夠體認到終身學習的重要性，能夠主動地規劃進修學習機會，以促進工作經驗和專業知識的融會貫通，此外，公務人員積極主動的進修心態也直接體現在專業職能和思維模式的發展。二、「社交關係」對公務人員職能發展的影響面向相當廣泛，由此可知，公務人員參與進修除了學習課程內容的專業知識，同學間的經驗交流也使其獲得更多的資訊和新知，而良好的同儕和師生關係更可進一步促進業務上甚至工作升遷的順暢。三、當公務人員以積極增加個人競爭力為進修動機的取向越強烈時，對於專業職能和思考能力的成長越有助益；相對而言，較為消極的進修動機取向則與生涯發展之間的關係較大。四、公務人員參與進修時的學習投入度越良好，對整體職能發展的效果越好，尤其當參與進修動機是消極地受到外界影響而非基於求知興趣時，若能在學習中表現良好，也能有不錯的職能發展。

本研究旨在探討國軍人員參與「碩士專班及碩士學分班」在職進修動機與自我效能及工作績效之關係，根據文獻回顧與推論，本研究主張國軍人員參與在職進修的動機會影響到個人的自我效能，並進一步影響其工作績效。根據此一概念，本研究共提出五個假說並進行實證的分析驗證。 研究方法主要是以問卷調查法為主，問卷的編制是以文獻探討與研究假說所形成之研究架構為依據。以便利抽樣之方式針對北區國軍在職進修人員寄發問卷，總共發出200份，回收有效問卷151份，回收率為79.50%。 研究結果顯示，國軍人員參與在職進修之動機會影響進修者之自我效能與工作績效。其中進修動機為「追求成就」、「成長認知」、「專業發展」、「社交關係」及「外界期望」等五個層面得分愈高者，其學習自我效能及工作績效表現也愈高，另外，本研究亦發現在職進修的動機具有多元取向且動機取向間互有關係。 由於目前國內針對國軍人員參與在職進修的動機、學習自我效能與個人工作績效之相關研究尚屬少見，因此本研究結果除了可以提供國軍推動終身學習政策的實務參考外，對自我效能與學習動機的理論發展，也提供了具體之建樹。 關鍵字：國軍人員、在職進修、進修動機、自我效能、工作績效 / The purpose of this research is to probe the relationship among learning motivation, self-efficiency and job performance for military officers who participate in the in-service learning program of master degree or related credit class. Based on the literature review and theoretical inference, this research argues that learning motives of participant will influence learning self- efficiency and, further more, his or her job performance. Accordingly, this research proposes and tests five hypotheses by way of field data. The research methodology is mainly the survey approach and the design of questionnaire is according to the research framework based on the literature and hypotheses. By convenience sampling approach, 200 questionnaire mails were sent to the military officers in northern part of Taiwan and 151 effective questionnaires were received with the valid response rate of 79.50%. The result shows that the learning motivation of program participant has significant impact on self-efficiency and job performance. Among these motivations, the higher of ‘pursuing achievements’, ‘growing recognition’, ‘professional development’, ‘social relationship’, and ‘external expectation’, the higher of self-efficiency and the better of job performance. Furthermore, the study also finds that the learning motivations are multifaceted and correlated with each other. At present, it is rare to study the relationships among learning motivation, self-efficiency, and job performance about military officers. The result of this study, therefore, offers a meaningful mirror for military department to consider the improvement of life-learning program. In addition, this study makes a great contribution in terms of the theories about learning motivation and self-efficiency. Key word: military officers, in-service learning, learning motivation, self-efficacy, job performance

本研究旨在瞭解目前高雄市高級中等學校教師知覺教師專業成長、教師在職進修動機與教師專業倫理實踐之現況。為達研究目的，首先蒐集相關文獻加以探討分析，了解教師專業成長、教師在職進修動機與教師專業倫理實踐之內涵，以建立本研究之理論基礎架構，作為本研究研究問卷編製之依據。在實證研究上採調查研究法，以高雄市高級中等學校教師為樣本對象，並以「分層隨機抽樣」方式進行資料蒐集，共發出570份問卷，有效問卷552份，可用回收率達96.8%。回收的問卷分別以描述性統計、t考驗、單因子變異數分析、皮爾森積差相關以及逐步多元回歸進行統計分析。 綜合文獻探討及問卷調查結果，本研究獲致研究結論如下： 一、高雄市高級中等學校教師之教師專業成長為中高程度，三個層面知覺程度差異不大。 二、高雄市高級中等學校教師之教師在職進修動機為中等程度，以「認知興趣」、「逃避刺激」之知覺程度較高，「社會發展」與「他人影響」知覺程度較低。 三、高雄市高級中等學校教師之教師專業倫理實踐為中高程度，以「教師與學生家長之間關係」知覺程度最高，「教師與社會（區）之間關係」知覺程度最低。 四、高雄市高級中等學校教師在「教師專業成長」方面，不同「性別」、「服務年資」、「擔任職務」，與「學校地區」之教師，知覺程度有顯著差異。 五、高雄市高級中等學校教師在「教師在職進修動機」方面，不同「擔任職務」之教師，知覺程度有顯著差異。 六、高雄市高級中等學校教師在「教師專業倫理實踐」方面，知覺程度整體上無顯著差異。 七、高雄市高級中等學校教師之教師專業成長與教師在職進修動機具有顯著相關。 八、高雄市高級中等學校教師之教師專業成長與教師專業倫理實踐具有顯著相關。 九、高雄市高級中等學校教師之教師在職進修動機與教師專業倫理實踐具有顯著相關。 十、高雄市高級中等學校教師之教師專業成長、教師在職進修動機對教師專業倫理實踐具有顯著預測作用。 根據以上研究結果，提出具體建議，提供教育行政機關、學校行政及教師，以及未來相關研究之參考。 / The purpose of this study was to investigate the current development of teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic in senior high school of Kaohsiung City. To achieve the research purposes, a literature review was conducted to understand the teacher professional growth, motivation of in-service education, and teachers’ practive of professional ethic, and then to establish the fundamental theory of this study and develop questionnaires. This is a cross-sectional survey study using stratified random sampling design. The study recruited teachers in Kuohsiung senior high schools. A sample of senior high school teachers in Kuohsiung City, stratified random sampling, issued a total of 570 parts, 552 valid questionnaires, the effective rate of 96.8% questionnaires. The collected data was analyzed by descriptive analyses, t-test, one-way ANOVA, Pearson product-moment correlation, and multiple stepwise regression analysis. The main findings of the study include： 一、Moderate-high teacher’s perceptions of teacher professional growth were shown, and three of the visions had the same level. 二、Moderate-high teacher’s perceptions of the motivation of in-service education were shown, in which the item “cognitive interest” and “escape / stimulate” was the higher, “social development”and “other people affected” was the lower. 三、Moderate-high teacher’s perceptions of teachers’ practive of professional ethic were shown, in which the item and “the relationship between students’parents” was the highest, and “the relationship between community and society” was the lowest. 四、There are significant differences in the senior high school teachers’perception of teacher professional growth in terms of gender, years of service, position, and school location. 五、There are significant differences in the senior high school teachers’perception of the motivation of in-service education in terms of position. 六、There are no significant difference in the senior high school teachers’perception of teachers’ practive of professional ethic. 七、There is a positive correlation among teacher professional growth and motivation of in-service education. 八、There is a positive correlation among teacher professional growth and teachers’ practive of professional ethic. 九、There is a positive correlation among motivation of in-service education and teachers’ practive of professional ethic. 十、Teacher professional growth and motivation of in-service education have a predictive effect on teachers’ practive of professional ethic. According to the above research conclusions, the suggestions are proposed to be used as reference by educational institutions, school administrative units, and teachers in the future.