教師是近幾年來有關教育改革的焦點和改革成功與否的關鍵，然而觀諸國內近年有關各樣的教育改革措施，卻鮮見有對於教師所處的環境進行長期和實地的調查研究，特別是國中階段的教師文化研究，迄今仍付之闕如。基於此，本研究的主要目的，即在探究國中教師文化的內涵，並嘗試分析教師文化形成與背景脈絡的相關，了解教師文化的傳遞和延續機制，最後歸納教師文化的特性以提供教育研究及改革措施的參考依據。
本研究採取個案研究的方式，針對一所小型的國中(化名為快樂國中)進行為期八個月的實地參與觀察。在研究過程裡，研究者透過訪談、觀察和文件分析等方式，收集教師日常生活的舉止言談，以及面對問題時的看法等資料，並嘗試利用Peter Woods於1983所提出的教師文化的研究主題模式，對相關資料進行分析，並獲得結論如下：
壹、教師文化的內涵是自我和結構互動的結果
貳、教師關注的焦點影響教師文化的形成和特性，且教師對於學生的責任觀和價值觀，是影響教師文化形成的主要關鍵
一、面對學生，教師重視價值教導勝於課業教學
二、面對工作，教師把上級的行政作為等同於干擾
參、教師日常的娛樂和怨言對教師文化的傳遞和延續有重要的影響，且有改變外在結構的可能動力
最後本研究分別對主管教育行政機關、學校校長、教師和後續研究提出相關的建議，以作為教育改革和教育研究之參考。

The change of teachers’ behaviors has been viewed as a key point to the success of educational reforms in recent years. But there are only a few field studies focusing on teachers’ everyday life and no report is about the culture of junior high school teachers. Thus, my first objective is to investigate the contents of teacher culture. Then, I analyze the relationship between the formation of teacher culture and the context which teachers are in. Third, I clarify the mechanism by which teacher culture sustains and transits. At last, I make conclusions about the characters of teacher culture and propose some implications on educational reforms.
To fulfill above purposes, the research adapts the case study approach and collects data by long-term participant observations and interviews. Various kinds of documents are also gathered during this period. Through the field study, I inquire how teachers think and act in everyday life and what solutions they have when they confront problems. All the data is analyzed into three themes which were suggested by Peter Woods in 1983.
Research results are as follows:
一、The contents of teacher culture are the results of interaction between structure and agent.
二、There are two concerns of teachers that influence the formation and the characters of teacher culture:
(一)For teachers, value instruction is more important than academic teachings.
(二)Administrators and administrative interventions are viewed as interference to teachers’ work.
三、Teacher culture has a potential power to change the structure.

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