本研究旨在了解國中教師的認知歸因方式、心理動力狀況、其民俗助
人方式與專業助人方式使用情形，及三者間之關係，並探討不同背景變項
之國中教師在認知歸因、心理動力、助人方式使用情形間之差異狀況。本
研究以臺南縣市國民中學之401 位國中教師為調查對象，根據受試者在「
認知歸因量表」、「心理動力量表」、「對民俗、專業心理助人方式使用
情形問卷」上的反應，分別予以統計分析，主要發現如下：一、有46.4％
受試國中教師曾使用民俗方式、17.0％曾使　用專業助人方式解決心理困
擾。18.9％願意使用民俗　　方式、62.6％願意使用專業方式解決心理困
擾。二、國中教師對心理困擾或問題最同意心理社會性的歸因　　，其次
是生理或醫學的歸因。較不同意超自然、自然　　及道德的歸因，尤其不
同意超自然的歸因方式。三、國中教師對心裡問題或困擾之存在並不會感
到羞恥，　　但比較傾向於容易否認或忽略之。四、不同宗教信仰國中教
師在民俗求助行為；及不同年齡　　及宗教信仰國中教師在民俗助人方式
使用意願皆上有　顯著差異。五、不同性別國中教師在心理動力；及不同
性別、年齡、　　宗教信仰國中教師在對心理問題之認知歸因上有顯著　
　差異。六、恥感與超自然、自然及道德歸因有顯著相關；否認與　　超
自然、自然、生理、道德歸因有顯著相關。七、國中教師民俗及專業兩種
方式都曾採用者，比只用過其中一種、或皆未曾用過者容易對心理問題　
做自然歸因。　本研究針對上述結果加以討論，並據以提出對有關人員及
未來研究之建議。

The purpose of this study was to understand the junior
high school teachers'' way of interpreting psychological
problems; underlying psychodynamics; help-seeking instence,
and the relationship within them. Subjects of this study
were 401 junior high school teachers in Tainan area.
The Interpreting Psychological Problem Scale, Underlying
Psychodynamics Scale, and Help-seeking Instance
Questionnaire were administered.the Resaults indicated that
46.4％ of the subjects had beening seeking for folk curing;
17.0％ of them had been seeking for professional help. 18.9％
of the subjects were positively willing to seek for folk
curing; and 62.6％ of them had positive attitude toward
professional helper. The relationship between the
teachers'' underlying psychodynamics and interpretive
modes was significant. There were significant
difference among their help-seeking behavior and
willingness in terms of sex, age and teachers'' religion.
According to the findings, further discussions and suggests
were given.