本研究的主要目的在瞭解國中不同生涯階段男女教師的工作價值及其結構，並探討職業興趣和工作價值之間的關係。研究樣本包括臺灣省58所公立國民中學共928位現職教師。使用之研究工具為「國中教師工作價值量表」及「生涯興趣量表」。
本研究採問卷調查法，所得資料經斯皮爾曼等級相關、肯得爾和諧係數、群聚分析、二因子多變項變異數分析、典型相關及逐步迴歸分析等統計方法分別處理後，發現：
一、就工作價值的重要性而言，各生涯階段的男女教師都認為行政支持最重要，等級排序在第二以及第三的工作價值，在男教師方面有安全感、同事關係、生活方式、成就感，在女教師方面有生活方式、同事關係、工作環境。管理權力、變異性、經濟報酬是各段教師都認為不重要的。
二、就對工作價值的重視程度而言，男女教師對工作價值的重視程度並不會因生涯階段的不同而有所差別。男女教師在管理權力、經濟報酬、變異性、智性激發、工作環境、行政支持、同事關係、生活方式等八個工作價值的重視程度有差異存在。不同生涯階段的教師在管理權力、獨立性、經濟報酬、生活方式、創意尋求、智性激發、聲望的重視程度上有差異存在。
三、就工作價值的結構而言，除了嘗試承諾期的男教師及女教師、穩定期的女教師及維持期的女教師工作價值群聚的情形相同之外，其他生涯階段教師的工作價值結構都有相異之處。在四個生涯階段中最啟蒙群聚結構有：智性激發、創意尋求、獨立性所組成的群聚，管理權力、變異性、經濟報酬所組成的群聚，行政支持、同事關係所組成的群聚。
四、就工作價值與職業興趣之間的典型相關關係而言，除探索後期的男教師及維持期的女教師之外，其他生涯階段的教師，其工作價值及職業興趣之間都有典型相關關係存在，工作價值對職業興趣的解釋量由5.7%（嘗試期女教師）到25.5%（維持期男教師），雖然仍有許多其他的因素在影響職業興趣，但由某些會固定出現的關係中（如美的追求、創意尋求及藝術型；創意尋求、智性激發及獨立型及社會型；管理權力及企業型），可得知工作價值和職業興趣之間仍有某種程度的關係。
五、就工作價值對職業興趣的預測力而言，工作價值預測男教師職業興趣的變異量由4.59%（事務型）到61.64%（企業型），預測女教師職業興趣的變異量由4.82%（實際型）到35.32%（企業型）。其中對各生涯階段師的職業興趣皆有相當預測力的工作價值為：喜歡藝術型職業興趣的教師較重視美的追求，喜歡社會型職業興趣的教師較重視智性激發，喜歡企業型職業興趣的教師較重視管理權力。
最後並根據本研究的結果，提出在教育輔導上以及進一步研究的建議。

The main purpose of this study were: (1) to understand work values and its structure of junior high school teachers; (2) to explore the relationship between work values and vocational interests. Nine hundred and twenty-six teachers from 58 public junior high schools were sampled in this study. Instruments used in this study were Junior High School. Teachers' Work Values Inventroy and Career Interest Inventroy.
This study was a survey research. Data obtained in this study were analyzed by Spearman rank correlation, the Kendall coefficient of concordance, cluster analysis, two-way multivariate analysis of variance, canonical correlation analysis, and stepwise regression. The main findings were as follows:
1.The male and female teachers of four career stages viewed " supervisory relations" as the most important value; " management", " economic returns" ," variety" were the least important values.
2.The differences in sex, career stages may have significant effect on teachers' work values. There were differences in " management", "economc returns", "variety", "intellectual stimulation", "surroundings ", "supervisory relation", "associates", "way of life" between male and female teachers. There were differences in "management", "independence", "economic returns", "way of life", "creativity", "intellectual stimulation", "prestige" within teachers of four career stages
3.By using cluster analysis, the structure of work values of trialcommited stage male teachers were the same as trial-commited stage female teachers; the structure of work values of stabilization stage female teachers were the same as maintenance female teachers.
4.Canonical analysis supported the relationshi of work values and vocational interests of four career stages except exploration stage male and maintenance stage female teachers and yielded redundancy from 5.7% to 25.5%.
5.Results of the stepwise regression procedures supported vocational interests of Holland's theory could be predicted by work values. The varance of vocational interests explained by work values were from 4.59% to 61.64% (male teachers ) and 4.82% to 35.32% (female teachers).
Based on the results, implication of the study for education and guidance were discussed, and suggestions for future research were proposed.