本研究旨在編製一份教師和圖書教師協作量表，以了解教師和圖書教師協作的實務，並就此建構出教師和圖書教師協作教學的層面和模式。以南部地區國中和國小圖書教師59位、教師76位和2 位校長，共137位為主要研究對象。結果顯示：㈠「教師和圖書教師協作量表」包括「統整的教學」、「圖書教師和圖書館是資源」以及「圖書教師的傳統角色」三個分量表，共22 題。㈡「教師和圖書教師協作量表」有相當好的內部一致性信度，有良好的建構效度。㈢進行探索性分析顯示，各題項測量之因素符合理論構念， 分量表與總量表有高度的相關。分析目前南部地區教師和圖書教師協作的模式，顯示教師和圖書教師協作的層面與模式仍是低層次的合作cooperation，以提供教師教學的資源較為普遍；高層次的協作collaboration統整的教學仍不多見。

The purpose of this study was twofold. The first purpose was to construct the Collaboration Scale for primary and secondary school teacher and teacher-librarian of Taiwan. Teachers and teacher-librarians were selected from five municipals in the south of Taiwan. Fifty-nine teacher-librarians, 76 teachers and 2 principals from 60 primary and secondary schools participated in this study for the testing of scale quality. Results indicated as follows: 1. The Collaboration Scale consisted of 22 items, divided into three factors, which were integrated instruction, teacher-librarian and library as resource, and traditional role of teacher-librarian. 2. The Collaboration Scale had reasonable coefficient of internal consistency reliability and content validity. 3. Exploratory factor analysis showed that The Collaboration Scale had acceptable construct validity. Three factors explained variance 60.23% and had high correlations of the Collaboration Scale separately. The second purpose was to examine the facets of teacher and teacher-librarians collaboration. Results indicated that teacher and teacher-librarians had low-end collaboration, most of the cooperation existed in teacher-librarians provided materials or resources for the teachers; high-end collaboration, integrated instruction appear to be less prevalent among participants in this study. 

教師，圖書教師，協作量表，協作模式

Teacher; Teacher-librarian; Collaboration scale; Collaboration model