本研究欲瞭解國民小學教師自我效能感、工作投入與能動性之現況及三者間的關係，採用問卷調查法蒐集資料，研究對象為全臺灣公立國民小學現職教師，有效問卷為595份，以描述性統計、單因子變異數分析、皮爾森積差相關等、結構方程模式、Sobel test及拔靴法（Bootstrap）等統計方法進行分析。
　　根據研究結果歸納出以下結論：
一、教師自我效能感整體現況達高度知覺；教師工作投入整體現況達中高度知覺；教師能動性整體現況達中高度知覺。
二、不同最高學歷的國民小學教師在知覺「工作投入」及「能動性」的部分有顯著差異；不同服務年資的國民小學教師在知覺「自我效能感」及「工作投入」的部分有顯著差異。
三、教師自我效能感、工作投入與能動性彼此間皆呈現顯著中度正相關。
四、教師自我效能感、工作投入與能動性之理論模式關係成立，教師工作投入具有部分中介效果。
　　針對研究結論提出以下建議：
一、推動專業成長，促進教學創新，提升自我效能感。
二、營造和諧氛圍，紓解教師壓力，增進工作投入。
三、強化專業自主，精進教學效能，展現能動性。
四、善用教師工作投入之中介作用，增強教師自我效能感，發揮教師能動性。

This study aims to understand the current status of elementary school teachers' self-efficacy, work engagement, and agency, as well as the relationships among them. Data was collected through a questionnaire survey, with the research subjects being current elementary school teachers in public schools across Taiwan. A total of 595 valid questionnaires were collected. Descriptive statistics, one-way analysis of variance, Pearson correlation, structural equation modeling, Sobel test, and bootstrapping were used for data analysis.
Based on the research results, the following conclusions are drawn:
1. Teachers have a high level of perceived self-efficacy overall; teachers have a moderate to high level of perceived work engagement overall; teachers have a moderate to high level of perceived agency overall.
2. There are significant differences in the perception of "work engagement" and "agency" among primary school teachers with different highest educational qualifications; and there are significant differences in the perception of "self-efficacy" and "work engagement" among primary school teachers with different years of service.
3. There is a significant moderate positive correlation between teachers' self-efficacy, work engagement, and agency.
4. The theoretical model of the relationship between teachers' self-efficacy, work engagement, and agency is established, with work engagement of teachers having a partial mediating effect.
Suggestions for the research conclusions are as follows:
1. Promote professional growth, encourage teaching innovation, and enhance self-efficacy.
2. Create a harmonious atmosphere, relieve teacher stress, and enhance work engagement.
3. Strengthen professional autonomy, enhance teaching effectiveness, and demonstrate agency.
4. Make good use of the intermediary role of teachers' work engagement to enhance teachers' self-efficacy and unleash teachers' agency.

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