過去師資培育員額上，以計畫公費制為主，可以利用師範院校的招生員額，進行師資供給控制。但在「師資培育法」的實施後出現明顯的變化。一般大學可以開設師資培育課程，提供學生修習相關學分，並參與實習後取得儲備師資資格。
　　但在少子化影響下，學生人數開始減少，但每年師培生卻逐年增加，造成儲備師資過剩的問題。特別是國民中學社會科教師甄選競爭嚴重，故本研究嘗試討論師資培育員額過剩現象，以中學社會領域為主要討論對象，藉由訪問社會領域儲備教師，從訪談過程中了解他們的心路歷程，在教學、行政等多重壓力下如何自處，以及他們如何看待師資培育員額過剩現象，並對師資培育制度提出相關看法。
　　本研究發現受訪者選擇社會科教師是受到過往求學經驗影響，受到具有熱忱的教師啟發、自己本身也願意投入心力就讀，此時遭遇的生涯困境是求學、實習等不同情況的影響；準備教甄時，所面對的困境是一面代理代課、一面準備考試的壓力；在考取正式教師後，面對的生涯困境則是課程安排、超時數等問題。其因應策略如建立教學團體、討論團體來因應教學能力的提升；或是建立個人興趣並找到不同的抒發管道；同時也會思考是否要設立停損點，針對教師生涯前景進行評估。

In the past, the enrollment quota for teacher education programs was primarily regulated through a planned public funding system, allowing teacher colleges to control the supply of teachers through designated admission quotas. However, with the implementation of the Teacher Education Act, significant changes occurred. Universities were granted the ability to offer teacher education programs, enabling students to complete required coursework and internships to obtain prospective teacher qualifications.
　　However, due to declining birth rates, the number of students has decreased, while the number of teacher training graduates continues to rise, leading to an oversupply of reserve teachers. This issue is particularly evident in the highly competitive selection process for junior high school social studies teachers. This study explores the oversupply of teacher training quotas, focusing on the social studies field in secondary education. Through interviews with reserve teachers, it examines their experiences, how they navigate the pressures of teaching and administrative responsibilities, their perspectives on the surplus of trained teachers, and their views on the teacher education system.
　　The study found that participants chose to become social studies teachers due to their past educational experiences, inspiration from passionate teachers, and their own dedication to the profession. During their training, they faced challenges related to academic studies and internships. While preparing for teacher qualification exams, they struggled with balancing substitute teaching and exam preparation. After securing a full-time teaching position, they encountered difficulties such as curriculum planning and excessive teaching hours. To cope, they formed teaching and discussion groups to enhance their professional skills, developed personal interests as stress outlets, and considered setting a "career exit point" to evaluate their future in the teaching profession.