基於教師在專業社會化歷程中，藉由專業參照團體為社會化「重要他人」，提供以業認知，給予支持與鼓勵，肯定以專業的認同，乃能表現出專業行為與態度，本研究調查國中教師專業行為之表現及其影響專業行為表現之主要參照團體。 經分層隨機抽取南部縣市38所國中，每校男女教師各3人，計228人為樣本，用自編之「教育專業環境與實況口查問卷」，搜集資料，經統計分析，主要發現如下： 第一、國中教師所表現的專業行為與態度，根據自陳報告，尚能令人滿意，其專業行為的實踐率大多在60%～90%之間。 第二、師範院校畢業的教師與一般院校畢業者在專業行為態度的表現，多數未見顯著差異。 第三、教師的專業行為表現與態度，一般說來，受師範院校教育專業課程與訓練、現在同事、學校行政人員影響較大，以前所受的中、小學教育、初任教同事、所受的大學院校教育、以及其他特定人員也有影響，此等參照團體影響力量大小視專業行為之類別而異。 第四、教師專業背景不同，所影響之參照團體有差異，師院校畢業之教師以來自師範院校教育專業訓練之影響最大者為最常見；而一般院校畢業者，其最大影響力量來自現在同事者較多，選答情形較分散。 據此，為教師獲得最充分之專業社會化，建議應加強師範院校之實習，增聘試教指導員，並在各實習學校，洽聘學驗俱佳的教師為實習合作教師（輔導）教師，臨場指導並予專業性輔助，以健全實習制度；另設計教育學分課程，有效訓練一般院校出身之教育工作者，如此才能使師範院校與一般院校畢業之教師皆能充分受惠於教育專業參照團體之影響，則多元化之師資培育政策方不致於降低教師品質，教育之水準方能提昇。
Based on the theory that reference group as the “significant others” and the “generalized others” for teachers during their professional socialization might be one of the determinants for teachers’ performance in their career， this study attempted to investigate the teachers’ professional performance， and their reference group. 228 teachers working in 38 junior high schools among those located in 8 counties of Southern Taiwan were drawn as the sample for the study. With a self-constructed questionnaire the author collected the data. By computation of Contigency table with x2 test， major findings were summarized as follows: 1. 16 out of 20professional behaviors and attitudes surveyed， their percentage of having been successfully performed， ranged from 60% to 93%. The remaining 4 were those which due to being limited or controlled externally. 2.No consistent and significant differences in professional performance were found between two categories of teachers，-- those graduated from teachers college or normal university and those graduate from liberal college or general university. 3.For the teachers graduated from teacher college & normal university perceived their teacher education trainers as the most influential reference group， while those graduated from liberal college or general university perceived their present colleague as the most influential one. 4.In general， teacher education institute trainer， the present colleague，school administrator， primary and secondary school teachers having taught them in their early education and certain agent (relative， friends， etc.) are the reference groups for the teachers’ socialization. However， their powers vary widely， the first two are the most influential ones. Neverthless， it depends on which behavior or attitude is concerned.