本研究旨在探討國中教師「道德認知發展」與「教育信念」之關聯性，並分析不同背景（性別、年齡別、學歷別、教育專業背景別、現任職務別）之國中教師的道德認知發展與教育信念的差異性。研究設計係以受試者個人背景及道德認知發展為自變項，教育信念為依變項，使用問卷調查方法蒐集資料，研究工具為「道德認知發展測驗」及「教育信念量表」，以全國500位國中教師為施測對象，所得資料以卡方檢定、t考驗、變異數分析、皮爾遜積差相關及逐步多元迴歸分析法進行統計分析，依據研究結果作成結論，並提出建議事項。

本研究獲致研究結論如下：
一、超過半數的國中教師道德認知發展成熟分數介於「3-4分」，屬於「法律與秩序導向」階段；但亦有五分之二介於「4-5分」，屬於「社會契約合法性導向」階段。
二、五分之四國中教師之道德成熟P分數（「成規後層次」的分數）在50分以下。
三、國中教師對「公平」的道德認知優於「生命」與「人權」。
四、國中女教師的道德認知發展優於男性教師。
五、國中教師的道德認知發展呈現年齡愈低發展愈高的現象。
六、不同學歷、教育專業背景、現任職務國中教師道德認知發展無顯著差異。
七、超過十分之九的國中教師教育信念處於「工具/實用取向」。
八、國中教師的教育信念在「學生個別差異」領域偏向「進步取向」，在「學校與社會」領域偏向「保守傳統取向」，其它兩個領域則偏向「工具/實用取向」。
九、國中教師的教育信念取向不因性別不同而有差異，但在「學生個別差異」領域中，國中女教師教育信念高於男教師。
十、國中教師的教育信念呈現年齡愈低平均數愈高的現象，亦即愈有向「進步取向」發展的現象。
十一、不同學歷、教育專業背景、現任職務國中教師教育信念無顯著差異。
十二、國中教師的道德認知發展與教育信念有正相關。
十三、國中教師的年齡及道德認知發展可預測其教育信念。

本研究進而提出以下建議：
 一、對國中教師之建議
 （一）努力提升自我的道德認知發展
 （二）探究普遍性倫理原則（The universal ethical principle）
 （三）加強對「生命」與「人權」的道德認知
 （四）男性教師宜多關注道德認知發展議題
 （五）資深教師宜重組道德認知結構
 （六）努力提升自我的教育信念
 （七）增進「知識與課程」、「教師角色」、「學校與社會」等領域的教育   信念
 （八）男性教師宜多瞭解「學生個別差異」
 （九）資深教師宜檢視自我的教育信念
 二、對師資培育機構之建議
 （一）協助教師提升道德認知發展
 （二）辦理「生命」及「人權」教育研討會
 （三）加強男性教師的道德認知
 （四）獎勵教師專題研究
 （五）提供教師教育新思潮與知識
 （六）落實「知識與課程」、「教師角色」、「學校與社會」等領域的教育信念
 三、對教育行政機構之建議
 （一）教師職前教育宜重視道德認知與教育信念之培養
 （二）加強在職教師進修教育
 （三）獎勵教師教育專業精神與態度
 （四）鼓勵教師專題研究
 （五）尊重教師專業知能
四、對未來研究之建議
（一）發展教育信念研究工具
（二）擴大研究範圍
（三）增加研究變項
（四）繼續追蹤研究

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