本研究旨在瞭解國小特教老師參與研習進修影響因素-以苗栗縣國小為例，首先進行文獻探討，並彙整專家學者意見，運用修正德菲法形成專家問卷，再請任職國民小學之現職特教教師填寫，採用層級分析法，進行評估與分析，計算出每個關鍵影響因素之權重比率與整體排序。
本研究結果顯示，在四項主要準則中，「工作因素」為影響最顯著之指標，其次是「課程主題因素」、「個人因素」，最後是「客觀條件」；若以十八項次要準則來看，「工作需要」、「增加專業知能」、「學校文化」為最顯著之因素。此研究之評估指標，可提供教育單位未來舉辦研習進修時之參考。

The purpose of this study is to understand the influencing factors of the special education teachers' participation in the study and training of elementary school. Firstly, the literature was discussed, and the opinions from experts and scholars were collected. Meanwhile, the expert questionnaire was formed by using the Modofied Delphi method, and the current special education teachers who are working in elementary schools were asked to fill it out. Then, the Analytic Hierarchy Process was adopted to conduct evaluation and analysis, and to calculate each key influencing factor’s weight ratio and overall ordering.
The results of this study show that among the four main criteria, "work factor" is the most significant indicator, followed by "course theme factor", "personal factor", and finally "objective condition". Judged by the eighteen secondary criteria, "job needs", "increase in professional knowledge", and "school culture" are the most significant factors. The evaluation indicators of this study can be provided a reference for educational institutions to hold training courses in the future.

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