本研究旨在探討教師推動閱讀及學生借閱圖書館書籍之關係。研究採問卷調查法及收集圖書館借閱資料，以嘉義市北興國中教師和學生為研究對象，研究方法包括描述性統計、信度分析及卡方檢定。研究結果得知： 教師推動閱讀態度不會因教師性別、年資及任教領域科目而有顯著差異，但越喜歡閱 讀的教師，推動閱讀態度越積極。 教師性別為「女性」、年資為「16-20年」及任教領域科目為「語文」和「藝術與人文」其學生借閱圖書館書籍的數量百分比越高，但不會因教師越喜歡閱讀其學生借閱圖書館書籍的數量百分比越高。教師推動閱讀動機及推動閱讀行動力越高其學生借閱圖書館書籍的數量百分比越高，但教師推動閱讀能力不同其學生借閱圖書館書籍的平均值沒有顯著差異。 學生性別為「女生」其借閱圖書館書籍的數量百分比越高，年級為「七年級」其借閱圖書館書籍的數量百分比最高，「八年級」居次，「九年級」最低。 The purpose of this research is to discuss the effect between teachers encouraging reading and students borrowing books from libraries. This research is based on a questionnaire survey and borrowers' records. The subjects are teachers and students of Pei Shin Public Junior High School. The methods include descriptive statistics, a reliability analysis and a Chi-square Test. The research conclusions are as follows: First, there were no remarkable variations in teachers' attitudes toward encouraging reading by teachers' genders, seniority, or teaching subjects. However, the more reading the teachers like, the more active attitude the teachers have. Second, the students whose teachers are female, whose seniority ranges 16 to 20 years, and whose teaching subjects are languages as well as art and humanities had a higher percentage of borrowing books from libraries. But, students' percentage of borrowing books from libraries was not affected by the teachers' preference for reading. Next, the more actively the teachers encourage students to read, the higher percentage of borrowing books from libraries the students obtained. Nevertheless, the ability of the teachers' encouraging reading did not affect the average of borrowing books from libraries. Finally, female students had a higher percentage of borrowing books from libraries. Grade 7 had the highest percentage of borrowing books from libraries, followed by Grade 8 and the Grade 9.
