本研究旨在進行我國以及英國教學輔導教師制度的比較研究。為達成研究目的，本研究採用文獻分析法、比較研究法為研究方法，並依據研究發現提出結論與建議。
根據文獻探討與比較分析的結果提出以下結論，包括教學輔導教師制度的相同處與相異處：
1.我國以及英國教學輔導教師制度有七項相同處：
(1)教學輔導教師的選派與配對原則一致；(2)教學輔導教師的角色相同；(3)教學輔導教師的職責相同；(4)教學輔導教師的輔導內容相同；(5)教學輔導教師的輔導方式相同；(6) 教學輔導教師制度的相關問題類似；(7)教學輔導教師制度的因應策略類似。
2.我國以及英國教學輔導教師制度有十四項相異處：
(1)教學輔導教師制度的源起不同；(2)教學輔導教師制度的發展不同；(3)教學輔導教師的遴選標準不同；(4)教學輔導教師的遴選過程不同；(5)教學輔導教師的培訓不同；(6)教學輔導教師的選派與配對不同；(7)教學輔導教師的職責不同；(8)教學輔導教師的輔導對象不同；(9)教學輔導教師的輔導內容不同；(10)教學輔導教師的輔導方式不同；(11)教學輔導教師的工作條件不同；(12)教學輔導教師的獎勵不同；(13)教學輔導教師制度的相關問題不同；(14) 教學輔導教師制度的因應策略不同。
根據研究結論提出以下建議：
1.對我國教學輔導教師制度未來發展之建議：
(1)我國教學輔導教師制度應更完備；(2)新進教師輔導的對象應擴及所有初到任教學校的教師；(3)應多樣化教學輔導教師制度的輔導方式；(4)應再增加教學輔導教師制度的內容；(5)肯定教學輔導教師的服務熱忱，以共同合作的支持態度，取代嚴格的評斷心態；(6)學校應給予教學輔導教師與新進教師學習空間與時間，勿於短時間內採取過高之評斷標準；(7)研擬合適職務名稱避免與「輔導教師」混淆，並儘早規劃再任培訓事宜；(8)教師互相提攜走向專業發展。
2.對英國教學輔導教師制度未來發展之建議：
(1)英國進階教師制度宜持續有強而有力的說帖；(2)英國進階教師績效的評定宜有具公平性的流程；(3)擔任英國進階教師的績效評定的校長宜先接受訓練。
3.對後續研究之建議：
(1)針對我國及英國教學輔導教師制度之實施現況作更深入之探究；(2)針對其他國家之教學輔導教師制度進行研究與探討。

The main purpose of the research is to compare the Mentor Teacher Program between Taiwan and UK.In order to achieve the purpose of the research,the researcher adopt document analysis and comparative methods.According to the findings of the study,the researcher proposed the conclusions and suggestions .
According to the findings of document analysis and comparative methods proposed the conclusions,inculding similars and the differences on Mentor Teacher Programs between Taiwan and the UK.
1.There are seven similars on Mentor Teacher Programs between Taiwan and the UK:
(1)The selections and match principles of Mentor Teacher Programs are identical.(2)The roles of Mentor Teachers are the same.(3) The duties of Mentor Teachers are the same.(4) The mentor matters of Mentor Teachers are the same.(5) The mentor ways of Mentor Teachers are the same.(6) The relevant questions of Mentor Teachers Programs are the same.(7) The tratics of Mentor Teachers Programs are the same.
2. There are fourteen differences on Mentor Teacher Programs between Taiwan and the UK:
(1)The origins of Mentor Teacher Programs are different.(2)The developmets of Mentor Teachers Programs are different.(3) The selection standards of Mentor Teachers are different.(4) The selection processes of Mentor Teachers are different. (5) The trainnings of Mentor Teachers are different. (6) The selections and match principles of Mentor Teacher Programs are different. (7) The duties of Mentor Teachers are different.(8)The mentor objects of Mentor Teachers are different.(9) The mentor matters of Mentor Teachers are different.(10) The mentor ways of Mentor Teachers are different.(11)The work conditons of Mentor Teachers are different.(12)The rewards of Mentor Teachers are different.(13) The relevant questions of Mentor Teachers Programs are different.(14) The tratics of Mentor Teachers Programs are different.
According to the differences of study proposed suggestions as following:
1.For development of Mentor Teacher Programs in Taiwan
(1) Mentor Teacher Programs in Taiwan schould be more perfectful. (2)The subjects of Mentor Teacher Programs should expand all teachers who begin to teach in the school. (3)The ways of Beginning teachers’ Mentor Programs should be various.(4)It should be increased the matters of Mentor Teacher Programs in Taiwan.(5)Affirming Mentor Teachers’ enthusiasm,and having support attitudes of common cooperation replaced strict judegment.(6)Schools should give Mentor Teachers and Benginning Teachers learning space and time,not take higher standard of judgement.(7)Studying post designation to avoid confusing with coach,and planning re-training as early as possible.(8)Teachers guide and support each other to achieve perfessional development.
2.For development of Mentor Teacher Programs in the UK
(1) Mentor Teachers in the UK should be haved strong and powerful document continuously.(2)The performance assessment of Mentor Teachers in the UK should be haved equal processes.(3)The principal whe serves the performance assessment of Mentor Teachers should receive trainings in advance.
3.For future study
(1)To broaden the study to each aspect in Mentor Teacher Programs in Taiwan and the UK. (2)To broaden the study to other countries’ Mentor Teacher Programs.

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