從教育的觀點來看，當前社會正從單一文化發展成多元文化並行的動態情境，這將使得教育環境產生如強調學校本位的教學課程、教師甄選等體制上的重大改革，以符合社會期許和需求。另外，在科學教育的領域，也從往昔培育科學家延伸成養成全民科學素養，同時強調學習者可學取帶得走的實用導向能力，而能適應當時所在情境，將多元化科學知識加以選擇、自我建構出適宜的表現。在此多元文化、體制變革以及科學教育的價值、功能轉變等多重影響中，科學教師正面臨個人和群體間互動情境，如何從中抉擇、經營與自我調整等以勝任當前教育活動，便是一個極大的挑戰，同時亦將是師資培育應以重視之處。
基於以上觀點，本研究旨在探討不同領導類型、群體文化下，國中科學教師專業成長表現；並在質性研究架構中，輔以文獻分析為基礎，配合深度訪談、現場資料、教室觀察與其他平面文字等為期兩年相關資料的收集與分析，同時依據Tjosvold（1997）和Deutsch（1973）的主張與衝突管理的觀點，形成教學特性、人際關係、學校文化、衝突管理四個分析向度，探討教師的專業成長表現。本研究經相關理論與文獻佐證，分析影響教師專業成長因素如下：
1.教師的師資培育理念與教學特性，不僅影響自身在群體中的角色認同、
定位、幫助學生學習，並且對自身專業素養的成長呈現出高度的相關。
2.在領導者和教師成員共同創造願景與使命感的新領導類型下，對教師個
人專業成長獲益匪淺。
3.不同的領導類型營造不同的群體文化，形成其不同特色和優勢，教師自
身的師資培育理念在群體文化下，應加以選擇與配合以對自身專業素養
4.群體內同儕教師相互合作、經驗分享以及共同面對與解決問題，有助於
彼此專業素養的增進與群體發展。
5.群體之間的良性互動，使得教師加強對群體的認同感與活動力讓本身在
專業成長上有很好的發揮；若是互動不良，將降低教師的認同感並較難
在專業素養良好發揮。
此外，從研究結果得知在當前注重以學校本位課程的學校環境下，科學教師自身專業素養的成長將有以下思慮之處：
1.教師在群體互動時，遭遇衝突所運用的管理策略與自身專業成長關係十
分密切。
2.師資培育機構協助與教師個人積極面對當前教學環境，對教師本身的成
長相得益彰。
3.教師與領導者共同營造出學校特色與遠景，以利學校整體發展、教師專
業成長等多贏情境。
本研究架構冀望探研出科學教師專業成長發展的相關因素，以作為相關師資單位參考之用。

From the point of view in education, the dynamic condition of current society has been changed from the development of unitary culture into the cooperation of multi-culture. It encourages educational circle to make many significant reforms, such as school-based curriculums, which serves to satisfy the expectation and need of society. Besides, in the field of science education, the cultivation which aims for training scientists extended its direction to the growth of capacity in science. Now we put emphasis on the practicability-oriented ability that learners can acquire and choose multiple scientific knowledge in proper context. It is a quite great challenge for scientific teachers who are facing such dynamic condition as how to manage and adjust themselves.
This research explores the junior high school teachers of their professional development in different leadership styles and group cultures. In order to analyze how teachers develop professionally, this research includes the views of Tjosvold（1997）and Deutsch（1973）’s conflict management that divided into four analytic dimensions：teaching character, interpersonal relationship, school culture, and conflict management. Through theoretical framework, we get conclusions below：
1.Teachers’ ideal and teaching character not only relates to
teacher professional development, but also affect their
identity that helps student learn science in the group.
2.Under the new leadership style, the leader and teachers
create visions and missions that will help individual teacher
get more advantages in professional development
3.Leadership styles create many kinds of group cultures and
superiorities. In different group culture, teachers should
select and cooperate in their own ideals
4.Teachers share their experiences, problem-solving,
cooperative teaching that benefits professional development.
5.Good interaction is the most important thing that will
strengthen teachers' identities toward groups and perform
well in their professional development. If there is no
interaction, teachers’ identities will weaken.
The research hopes to find out the related factors in science teacher professional development. We get suggestions as following:
1.Science teachers’ conflict management strategies will help
them develop well in group’s interaction.
2.Leaders and teachers construct the school’s characters and
visions that will avail its development and teachers’ growth.
3.The assistance of teacher educational organization will
benefit the science teacher professional development.

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