本研究以純真國小（化名）為研究對象，探討教師領導如何促進教師專業學習社群的建構。本研究採個案研究法，訪談該校12位教育人員，研究結果如下：1.教師在社群中藉由分享知識與教學經驗促進專業成長。2.社群教師彼此信任尊重，主動積極分擔工作並合作研發教材。3.行政充分授權給社群召集人領導社群的運作。4.教師在教學技能有所增長，學生的學習興趣也大幅提升。5.行政團隊提供社群精神上的支持與實質上的貼心服務。

The purpose of the research is to investigate how teacher leadership applies to teacher professional learning communities. The subject of the research is the teacher professional learning communities in Chun-Xiu (a pseudonym) Elementary School. Case study was adopted in this research. Twelve teachers were interviewed at this school. The findings are as follows: 1.Teachers’ professional growth is advanced by sharing information and teaching experiences in the clubs. 2. Teachers are willing to share responsibilities and cooperate to develop teaching materials in a positive way. 3. The chairmen in the communities are entitled fully by the administrators. 4. Not only are the teachers’ teaching skills enhanced, but also the students’ motivation is increased to a high degree. 5. The administrators are very supportive and provide different kinds of services.