在職教師研習是教師專業成長的主要管道，然而教師研習參與態度卻不盡理想，為提振研習參與狀況，本研究聚焦教師專業成長需求與研習參與態度之關係，並根據工作要求-資源模式提出工作壓力與組織支持兩干擾變數。根據111筆有效高職教師樣本，研究結果發現教師專業成長需求與研習參與態度呈現正向關係，但工作壓力與組織支持直接影響研習參與態度，干擾效果並未獲得支持，本研究一步提出相關建議以期改善教師研習參與態度，進而促進教師專業成長。

It is well known that on-the-job training is the main mechanism of professional growth; however, teachers’ attitudes toward training participation still remain passive. To improve the related situation, this study focuses on the relationship between teachers’ growth needs and attitudes toward training participation and further proposes two moderators, i.e., job stress and organizational support, on the basis of job demands-resources model.
The results found that teachers’ growth needs are positively related to attitudes toward training participation according to 111 effective samples of vocational high school teachers in Kaohsiung & Pingtung Areas. Besides, job stress and organizational support have no moderating effects and are associated with attitudes toward training participation directly. Additional discussions and suggestions are provided based on the results.

工作壓力、研習參與態度、專業成長需求、組織支持

job stress、organizational support、attitudes toward training participation、growth needs