台灣新課綱實施以後，對國小教師之教學模式及學生學習方式勢必是一個嶄新的轉捩點，本研究旨在探討在新課綱之下，國小教師的教學適配性及離職傾向之影響。以工作要求—資源理論 (Job demands-resources , JD-R)為研究理論依據，透過教師教學信念和自我效能，再搭配教師個人與工作適配性，提升教師幸福感降低其工作壓力與離職傾向。
本研究採用問卷調查法進行滾雪球取樣，研究對象為199位各縣市公立國小教師，研究工具根據學者所編製量表進行編修，並透過SPSS 23及AOMS 20執行統計分析。研究結果顯示：
一、進步性的教學信念和教學適配性之間呈現顯著正相關。
二、教學自我效能和教學適配性之間呈現顯著正相關。
三、教學適配性和工作壓力之間呈現顯著負相關。
四、教學適配性和教師幸福感之間呈現顯著正相關。
五、工作壓力與教師幸福感之間無顯著相關。
六、工作壓力和教師離職傾向之間呈現顯著正相關。
七、教師幸福感和教師離職傾向之間呈現顯著負相關。
最後，本研究依據研究結果提出建議，以供實務工作者及未來研究參考。

After the implementation of the new curriculum in Taiwan, it is bound to be a new turning point for the teaching mode of elementary school teachers and the learning style of students. Based on the Job demands-resources (JD-R) theory, this study aims to investigate the impact of the new curriculum on the teaching fit and the turnover intention of elementary school teachers, and explore the correlates between teachers' self-efficacy belief, teachers' personal-job fit, and the sense of wellbeing. This study used the questionnaire survey with snowball sampling. The useful data 199 were collected from public elementary school teachers in various counties and cities. The statistical analysis was performed through SPSS 23 and AOMS 20. The results of this study indicated as follows:
(1) Progressive teaching beliefs is positively related to teachers' perceived personal- job fit.
(2) Teachers' self-efficacy is positively related to teachers' perceived personal-job fit.
(3) Teachers' perceived personal-job fit is negatively related to work stress.
(4) Teachers' perceived personal-job fit is positively related to teachers' wellbeing.
(5) No significant correlation between work stress and teachers' wellbeing.
(6) Work stress is positively related to turnover intention.
(7) Teachers' wellbeing is negatively related to turnover intention.
Finally, this study puts forward recommendations based on the research results for the reference of practitioners and future research.

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