本研究之目的在於運用eHealth系統之同儕支持社群、量身訂作教學、及專業促進與支持等介入方式，並以理性行動論、行為改變階段理論、社會認知理論、社會支持、及溝通說服矩陣等重要理論為依據而發展介入計畫，期能透過本介入計畫提升國民中學教師之在執行健康行為上的社會支持、自我效能、及行為意向。
　　為了解本介入計畫成效，本研究以準實驗研究設計之實驗組對照組前後測設計方式，選取95學年度教育部訂定健康促進學校之國民中學教師為主要研究對象。本研究以台北縣市為主要介入縣市，共40名教師為實驗組對象，接受本介入計畫；而對照組對象則為48名，完全不予介入。實驗組、對照組皆於介入前即完成前測問卷，介入期間兩個月，於介入後同步進行後測，以了解介入之整體成效。本研究之評量工具包括形成評量、過程評量及成效評量，其中採用之工具包括：調查問卷、訪談大綱、及系統過程記錄程式等，以能充份收集介入歷程及結果之量性與質性評量資料。
研究之重要結論如下：
一、實驗組在執行健康行為之整體自我效能、執行健康行為相關技巧的能力、及特定情境下堅持執行健康行為的把握度上，皆顯著較對照組表現良好，且亦能顯著提升實驗組於執行健康行為之信心，代表eHealth介入計畫於提升執行健康行為之自我效能具有相當之成效。
二、實驗組在執行健康行為之社會支持之後測得分狀況雖較對照組良好，但並未能達顯著差異，且介入後亦未能顯著提升實驗組於執行健康行為之社會支持，代表eHealth介入計畫於提升執行健康行為之社會支持上效果仍相當有限。
三、無論是執行健康行為之整體行為意向、健康飲食行為的行為意向、身體活動行為的行為意向、以及促進心理安適行為的行為意向，實驗組皆能顯著較對照組表現良好，且介入後實驗組執行促進心理安適行為的行為意向亦有顯著提升，代表eHealth介入計畫於提升健康行為之行為意向具有相當之成效。
四、實驗組教師對整體介入計畫的喜歡程度約在八成左右；且無論是提升其態度、強化其生活技能、提供社會支持、或促進其自我效能上，教師多同意網站能提供其幫助，大部份也都自認為能依網站所教導的來執行健康行為。
五、本研究之參與者於介入的八週時間中，每位參與者平均上線次數為6.825次。而以瀏覽點擊次數及教師自評喜愛的單元，多是在於能吸收新的資訊（持續更新）、獲取同儕的意見與想法（同儕相關）、或是深具生活應用性（具實用性）的內容。而其中在於「同儕支持社群」的參與情況中，留言回應的使用者僅有13位，然卻為最多人次瀏覽點擊之單元。
　　由研究結果可知，本研究所發展之eHealth介入工具經驗證後，於國民中學教師執行健康相關行為之自我效能及行為意向都具有良好的成效，並廣受國民中學教師的認同與喜愛。不同於傳統面對面課程的作法，運用同儕支持社群、量身訂作教學及專業與資源支持等策略所發展之eHealth介入計畫，除具有提供人際支持與連結、為個人量身訂作訊息、及提供專業資源等特質外，其將可在沒有地域與時間限制的情況下進行介入，也可以無限制的容納參與人數，此一克服過去時間與空間的障礙，且低成本高效率的介入方式，值得做為教師健康促進計畫中的重要參考工具，同時並期待能以此經驗，提供給相關學者及決策者，做為未來運用eHealth推動國民中學教師健康促進計畫之參考模式。

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