本研究目的為：（一）建構五因素教學目標導向量表，並分析該量表的信、效度；（二）探討求助態度是否為教學目標導向與求助行為兩者間的中介變項。
為完成上述研究目的，本研究抽取台灣北、中、南地區之國中老師共374人，做為本研究之樣本。研究工具包含教學目標導向量表、求助態度量表及求助行為量表。本研究以結構方程模式（structural equation modeling, SEM）、及階層迴歸分析方法來分析所蒐集的觀察資料，以完成研究目的。

本研究之發現如下：
一、本研究編製的教學目標導向量表信、效度俱佳。其次，五因素教學目標導向因素分析模式與國中教師的觀察資料適配，代表本量表具有良好的建構效度。
二、教學目標導向與求助行為受到求助態度的中介，其中以工作逃避目標透過知覺的代價對逃避求助產生的效果最強。

本研究依據結果提出建議，以提供國中教師及未來研究之參考。

The proposes of this study were to: (a) construct a five-factor teaching goal orientation scale and examine the validity and reliability, (b) analysis the effect of mediator on help-seeking attitudes between teaching goal orientations and help-seeking behaviors.
To achieve the proposes above, a total number of participants were 374 junior high school teachers. The instruments used in this study included Teaching Goal Orientation Scale, Help-Seeking Attitudes Scale, and Help-Seeking Behaviors Scale. The statistical methods used to analyze the data were structural equation modeling (SEM) and multiple regression analysis.
The results of this study were summarized as followings:
(a) The five-factor teaching goal orientation scale developed in this study had good reliability and validity. The results indicated that the five-factor teaching goal orientation model fitted the observed data well.
(b) Help-seeking attitudes were the mediating variable between teaching goal orientations and help-seeking behaviors. In addition, the perceive costs variable was the best mediator between work avoidance goal and avoidance of help-seeking.
Based on the findings in this research, suggestions for center for education and further studies were proposed.

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