本研究是以個體層次之教學效能與總體層次之學校融合教育態度為自變項，探討二者對教學調適表現的影響。透過對台灣地區56所國民中小學校、770位普通班導師的調查（班上至少有一位身障學生），使用階層線性模型（hierarchicallinearmodeling,HLM）分析變項之間的關係。研究結果發現如下：一、普通班教師教學效能（個體層次中介變項）中的有效溝通、有效教學、因應差異對其教學調適表現（個體層次結果變項）有顯著的直接正向影響效果。二、總體層次之學校融合教育態度對於普通班教師教學調適表現（個體層次結果變項）有正向的直接影響。三、總體層次之學校融合教育態度係透過教師教學效能（個體層次中介變項）中的有效溝通、有效教學、因應差異三個中介層面之效果去解釋普通班教師教學調適表現。四、總體層次之學校融合教育態度在教師教學效能中的因應差異與教師教學調適表現間具有正向調節效果；換言之，教師教學效能中的因應差異是中介變項，其與教師教學調適表現之間的關係也會由總體層次之學校融合教育態度產生調節作用。針對上述結果，本研究提出相關的討論與建議。

This study takes the teaching effectiveness of the individual level and the school inclusion attitude of the overall level as independent variables, and explores the influence of the two on the performance of instructional adaptation performance. Through a survey of 770 general class mentors in 56 primary and secondary schools in Taiwan (with at least one disabled student in the class), the relationship between the variables is analyzed using hierarchical linear modeling (HLM). The findings of the study are as follows: 1. Effective communication, effective teaching, and coping to differences in the teaching effectiveness of regular class teachers have a significant direct positive effect on their instructional adaptation performance. 2. The school inclusion attitude at the overall level has a positive and direct impact on the instructional adaptation performance of regular class teachers. 3. The overall level of school inclusion attitude is to explain the instructional adaptation performance of regular class teachers through the three mediating effects of effective communication, effective teaching, and coping to differences in teachers' teaching effectiveness. 4. The overall level of school inclusion attitude has a positive moderating effect between the coping to difference in the teacher's teaching effectiveness and the teacher's instructional adaptation performance; in other words, the coping to difference in the teacher's teaching efficiency is an mediating variable, which is between it and the teacher's instructional adaptation performance. The relationship will also be moderated by the overall level of inclusion attitude. Lastly‚in response to the above results, this study puts forward relevant discussions and suggestions.

國民中小學普通班教師; 多層次調節中介效果; 學校融合教育態度; 教學效能; 教學調適表現

Multi-level moderated mediation effect; inclusion attitude; teaching effectiveness; instructional adaptation performance