最後，依據研究結果提出研究結論與建議，提供相關單位人員做為未來研究之參考 The purpose of this study is to explore the relationship between the background factors and academic performance of pedagogy in Taiwan. The background factors include the number of male and female teachers, the academic ranks of teachers, the number of teachers with a PhD degree from a domestic or foreign university, and the number of public and private universities. The academic performance is measured by the number of Scopus papers published, the number of papers published in core journals in education, and the number of research projects sponsored by MOST (Ministry of Science and Technology). A total of 52 education departments are studied. The data over the past five years of these departments are surveyed and analyzed by descriptive statistical analysis, independent samples T test, single-factor analysis of variance, Pearson product-difference correlation coefficient, and Scheffe'' post hoc test. The correlation and variance between each background factor and the number of research projects sponsored by MOST are analyzed. The important results are summarized as follows: 1 The academic ranks of teachers and the number of MOST projects have a significant difference. 2 The number of public and private universities and the number of MOST projects have a significant difference. 3 The academic ranks of teachers and the number of MOST projects are significantly positive correlated. 4 The number of public and private universities and the number of MOST projects are significantly negative correlated. Finally, based on the research results, the suggestions for further researches are provided.