本研究旨在探討新北市國民小學教師對教學技術變革的壓力知覺與專業調適之現況、差異與關聯性。本研究採用問卷調查法，以新北市國民小學教師為研究對象，透過自編「國民小學教師對教學技術變革的壓力知覺與專業調適問卷」來進行調查，共發給37所國民小學535份問卷，回收452份，有效樣本為443份，可用率達98%。調查結果以SPSS17.0 for Windows電腦套裝軟體進行描述統計、獨立樣本t考驗(t-test)、單因子變異數分析(One-way ANOVA)與雪費法(Scheffe’Method)事後比較、皮爾遜積差相關(Pearson product-moment correlation coefficient)等統計方法分析。 根據研究結果，歸納本研究之結論如下： 一、新北市國民小學教師對教學技術變革的壓力知覺現況屬於「中等」程度，其中 以「學習評量與成果」的壓力知覺程度最高。 二、新北市國民小學教師對教學技術變革的專業調適現況屬於「極佳」程度，其中 以採用「問題解決」的調適策略最高。 三、新北市國民小學教師對教學技術變革的壓力知覺會因年齡、年資、學校所在地 和學校規模而有顯著差異。 四、新北市國民小學教師對教學技術變革的專業調適會因性別和學校規模而有顯著 差異。 五、新北市國民小學教師對教學技術變革的壓力知覺及其專業調適呈現低度負相 關。 根據上述結論，本研究提出若干建議，以供教育行政機關、學校、教師與後續研究者參考。 The purpose of this study was to explore the situation, differences and relations of elementary school teachers’ stress perception of change in teaching technology and their professional adjustment. A questionnaire survey was administered to collect data. The sample consisted of 535 elementary school teachers selected from 37 elementary schools in New Taipei City. Data collected from the questionnaire survey were analyzed by applying computer software SPSS version 17.0, including descriptive statistics, t-test, one-way ANOVA, the Scheffĕ method and Pearson product-moment correlation coefficient. The major findings of this study were as follows: 1.When facing teaching technology change, elementary school teachers in New Taipei City experiencing the stress tended close to middle level. Especially on the aspect of change in learning evaluation and achievement. 2.When facing teaching technology change, elementary school teachers in New Taipei City adopting professional adjustment tended close to great level. Especially on the strategy of problem-solving. 3.There were significant differences in teachers’ stress perception by teachers’ age, seniority, school location and school scale. 4.There were significant differences in teachers’ professional adjustment by teachers’ sex and school scale. 5.There was a significantly negative correlation between stress perception of change in teaching technology and professional adjustment of New Taipei City elementary school teachers. Based on the above findings, some suggestions were proposed for educational administrative authorities, schools, teachers and further researchers.