教師培育一直是我國教育界十分重視的一環，民國 83 年頒布「師資培育法」，開放一般師範大學申請設立師資培育中心，自此我國師培教育進入多元開放時代。本研究旨在探討由傳統的師範體系、師範大學及師範學院所培育出的教師，其教學與一般大學師資培育體系出身教師的教學，對於學生的成績影響是否有顯著差異。本文之數據資料採用台灣教育長期追蹤資料庫 (TEPS)，彙整學生、家長以及老師問卷，分別討論國/高中以及追蹤樣本。本研究使用多元線性迴歸模型，分析教師所接受的師資培育類型與其教授學生之成就表現是否有顯著關係。本文研究結果發現，我們無法證明師範體系畢業的國中教師，會對其學生的學習成績造成影響。此結果與王明仁 (2005) 的結論相同。然而在高中樣本中，我們發現，若是高中導師及高中數學老師有受過傳統的師範體系教育培訓，將會提升高中學生的綜合學習成績以及數學分析成績，此結論則與 Kane et al. (2008) 相似。

Teacher education has been playing a vital role in the education of Taiwan. Teacher education in Taiwan has been diversified since the implementation of the Teacher Education Act in 1994, which has allowed normal schools to establish their own divisions of the teacher education center.This paper aims to find out whether teachers’ educational background will influence the academic performance of their students. The data in this paper is provided by Taiwan Education Panel Survey (TEPS), which compiles the questionnaires of students, parents, and teachers from junior and senior high schools, and is organized in the form of panel data. This paper uses a multivariate linear regression model to analyze whether there exists significant relationship between the education background of the teachers and the academic performance of the students.
The result shows that in the sample of junior high schools, there is no evidence to support that teachers with a degree from normal schools will influence the academic performance of their students. This result is consistent with Wang (2005). However, in the sample of senior high schools, if students are taught by a homeroom teacher or math teacher with a degree from normal schools,then it is evident that their academic performance will be boosted, which is consistent with the finding in Kane et al. (2008).

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