本研究旨在了解臺北市國中特教班學生家長參與及親職效能感的現況，並探討親職效能感與家長參與之關係。研究採用問卷調查法，以自編之「國民中學特教班學生家長參與及教養感受現況調查表」為研究工具，以臺北市國中特教班學生家長為研究對象，採立意取樣選取樣本，共計發放289份問卷，回收254份問卷，回收率88%，有效問卷為230份。所得研究資料以SPSS統計軟體進行描述統計、獨立樣本t檢定、單因子變異數分析、Pearson積差相關、典型相關及多元逐步迴歸等方法進行分析。茲將研究結果歸納如下：
壹、臺北市國中特教班學生家長參與為中等程度，各參與層面不一致，以「親師溝通與合作」及「家庭指導與教養」的參與較頻繁；以「學校活動參與及支援」及「社區連結及參與」等層面較為低落。
貳、臺北市國中特教班學生家長之親職效能感為中上程度，各效能層面中以「生活照顧效能」最高；以「資源尋求效能」最低。
參、臺北市國中特教班學生家長的參與情形，因家長性別、身分別、學歷、（曾）任家長代表/委員、家庭結構、感受家人足夠支持、獲得家長團體支持、有無其他障礙子女而有差異；但不因家中子女數或子女障礙程度而有差異。
肆、臺北市國中特教班學生家長之親職效能感程度，因家長的性別、學歷、（曾）任家長代表/委員、家庭結構、感受家人足夠支持、獲得家長團體支持、子女障礙程度、家中子女數而有差異；但不因家長的身分別、有無其他障礙子女而有差異。
伍、臺北市國中特教班學生家長整體及各層面之親職效能感與整體及各層面之家長參與的關係為正相關；親職效能感與家長參與間具有顯著正向的典型相關，家長的親職效能感愈高，其參與程度愈高。
陸、親職效能感中以「教養效能」、「資源尋求效能」及「生活照顧效能」對不同層面之家長參與具有預測作用，整體而言，以「教養效能」最具預測力。
根據本研究之研究結果提出建議，以提供教育相關單位、學校及未來研究之參考。

The purpose of this study was to examine parental involvement and self-efficacy as well as their association of middle school special education classes in Taipei. The method of this study was the questionnaire survey. Two hundred and eighty-nine copies of researcher-designed questionnaire were purposively sampled and distributed to 289 family, the response rate was 88%, and 230 copies were valid for further procedure. The data were analyzed with the software package SPSS for windows(version 19.0), and descriptive statistics, t-test, one-way ANOVA, Pearson correlation analysis, canonical correlation analysis, and multiple regression analysis were performed. Major findings were as follows :
1. An average degree of parental involvement was revealed, with variant dimensions of involvement. Among them " parenting and coaching at home " and “communicating and cooperating with teachers” were most involved-in dimensions by parents, with “participating in and supporting school activities” and “connecting with and participating in the community” the less involved.
2. These parents’ sense of self-efficacy was above average, with “caring efficacy” being the strongest dimension and “resource-seeking efficacy” the weakest one.
3. Significant differences of parental involvement were indicated in relation to factors such as sex, identities, education, family structures, family support, group support, and “having other disabled children”. No differences were found in “number of children in family” and “severity of the child’s disabilities”.
4. Significant differences of parents’ sense of self-efficacy were indicated in relation to factors such as sex, education, family structures, family support, group support, severity of the child’s disabilities, and number of children. No differences were found in parents identities and “having other disabled children”.
5. In general, the stronger the sense of self-efficacy, the greater the degree of parental involvement.
6. Parenting efficacy, resource-seeking efficacy, and caring efficacy revealed predictive power respectively to different dimensions of parent involvement, with parenting efficacy being most predictive as a whole.

Implications of the findings and suggestions were also proposed for practical considerations and future studies.

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