本研究旨在探討偏遠地區漢籍教師流動與留任意願，採質性研究，以深度訪談與文件蒐集等方式蒐集研究資料，透過六名南投縣信義鄉原住民重點學校漢籍教師之訪談，瞭解他們到偏鄉任教的緣由及探討影響其留任意願的因素。
本研究共分成五個面向探討，一、個人因素：婚姻狀況、父母與子女需求；二、學校物質環境：交通、住宿、生活機能；三、學校組織生態：行政工作壓力、組織氣氛、校長領導風格；四、社會因素：學生學業表現、原住民文化特色、家長支持；五、政策及制度因素：調動及甄選加分、福利奬金、學校規模。
經訪談資料分析其結果顯示教師在「婚姻狀況」、「父母與子女需求」、「住宿」、「組織氣氛」、「學校規模」等項目，都是漢籍教師留任偏鄉學校意願的重要考量因素；而「校長領導風格」、「家長支持」、「福利奬金」這部分，對於留任偏鄉意願的考量，因個人而有所差異。依據分析結果，「交通」、「生活機能」、「行政工作壓力」、「學生學業表現」、「原住民文化特色」、「調動及甄選加分」對於偏鄉教師留任意願影響力不大。
最後根據研究結果，針對教育行政機關、學校以及未來研究提出相關之建議。

The purpose of this study is to explore the mobility and intention to stay of Han teachers in elementary schools of indigenous remote areas. The study adopted qualitative case study strategy to collect research data through in-depth interviews and document collections. Through interviews with six Han teachers in schools with special indigenous focus in Xinyi Village in Nantou County, we understand the reasons behind their retention and possible willingness to stay were made.
This study is divided into five aspects:
1.Personal factors: marital status, parents'' and children''s needs
2. School material environment: transportation, accommodation, life function
3.School organizational ecology: Administrative pressure, organizational atmosphere, principal''s leadership style
4. Social factors: Students'' academic performance, aboriginal traditional culture, parental support
5. Policy and system factors: transfer and selection bonus, welfare bonus, school size
Through the analysis of interview data, the results show that teachers'' marital status, parents and children''s needs, accommodation, organizational atmosphere, and school size are all important factors for Han teachers'' retention in rural schools. As for principal''s leadership style, parents'' support and welfare bonus, the willingness to stay in rural areas varies from person to person. According to the analysis results, transportation, life function, administrative pressure, students'' academic performance, traditional culture and transfer and selection bonus have little influence on the retention intention of rural teachers.
Based on the research results, this study proposed suggestion for administration authorities, elementary school in remote areas, and future research.