初任教師導入輔導是一位教師進入教育現場的重要環節，本研究旨在探討國民小學初任教師導入輔導之實施歷程，並瞭解初任教師參與導入輔導後的想法以及對其在工作上與心態上等各個層面的影響。
研究採個案研究，並以立意取樣，選擇2018年考上花果市（化名）國民小學的5位初任教師為研究參與者，運用半結構式的深度訪談法、文件分析等質性研究方式進行資料的蒐集。
本研究的結果如下：
一、 教育部、花果市（化名）以及學校會於開學前、後提供初任教師導入輔導，而不同的輔導項目，會有各自的輔導期程，協助初任教師處理與妥善應對教職現場的各式情況。
二、 初任教師認為導入輔導的方式多元，獲得實質的協助，因而對初任教師於課程設計、課程教學、班級經營、環境適應、個人的生涯規畫及心境轉變方面都有正向的影響。
本研究的建議如下：
一、 對初任教師導入輔導之建議：可以納入行政職務的導入輔導、初任教師回流研習的主題需要加深與加廣、校內薪傳教師的遴選與培訓需要妥善規劃以及初任教師評鑑制度必須有回饋機制。
二、 對初任教師之建議：遇到困境時宜調整心態，並主動尋求協助，另外考上正式教師是另一個全新的開始，應保有終身學習的行動力。
三、 對未來研究之建議：將來可以研究不同縣市、不同學校規模的初任教師，以及從多方的觀點，例如薪傳教師或共學輔導團的輔導教師之觀點進行研究。

“Implementation of the introductory guidance program for beginning teachers” is a crucial step of the beginning teachers’ entry into the education field. This study aims to explore and review the implementation process of “Implementation of the introductory guidance programs” for beginning teachers in primary schools and understand their thoughts after participating in the introductory guidance program, as well as its impact on various aspects of their work and mindset.
The research adopted a case study approach and purposive sampling, selecting five beginning teachers who joined a primary school in “Flowers and Fruits City" (pseudonym) in 2018 as research participants. In terms of data collection, qualitative research methods such as semistructured in-depth interviews and document analysis were used in the research.
The findings of this study are as follows:
1. The Ministry of Education, Flowers and Fruits City, and the school provide mentoring support for beginning teachers before and after the start of the school year. Different mentoring programs with their own schedules were provided to assist beginning teachers in effectively dealing with various situations in their teaching profession.
2. Beginning teachers who took part in the research believe that the introductory guidance programs offer diverse and practical assistance, which positively influences on their curriculum design, teaching, classroom management, adaptation to the environment, personal career planning, and mindset transformation.
The recommendations of this study are as follows:
1. Recommendations for “Implementation of the introductory guidance program for beginning teachers : Include mentoring for administrative duties, deepen and broaden the themes of professional development for beginning teachers, carefully plan the selection and training of mentors within the school, and establish a feedback mechanism in the beginning teacher evaluation system.
2. Recommendations for beginning teachers: Adjust their mindset when facing difficulties and actively seek help. Moreover, becoming a certified teacher marks a new beginning, and they should maintain the motivation for lifelong learning.
3. Recommendations for future research: Future studies could focus on beginning teachers from different counties (or cities) and schools of various scales. Additionally, research from different perspectives, such as views from mentors or cooperative learning guidance groups, could be conducted.
(Note: The text mentions “Flowers and Fruits City" as a pseudonym for anonymity purposes.)

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