行動學習為近年來重要的教育創新，其推廣成效值得關注。本研究旨在探討國民小學主任對行動學習之關切階層，以利了解行動學習之創新推廣概況。本研究採問卷調查法，研究對象為國家教育研究院2014年國民小學主任儲訓班之268名學員；研究工具為自行編譯之「國小主任行動學習關切階層問卷」；資料分析採描述性統計。研究結果顯示：整體而言，國小主任對於行動學習之關切屬於知曉與訊息階層，即著重自我性關切；不同最高學歷、畢業系所、職務與學校規模的國小主任，對行動學習之關切出現不同情形。有19%的國小主任對行動學習著重工作性關切或影響性關切，這些主任適合擔任行動學習的變革推動者（change agent）；未來在國民小學推廣行動學習時，可針對各關切階層中之特定成員，採取相對應的促進發展策略。

Mobile learning is a kind of important educational innovation arising in recent years. Its diffusing effects are noteworthy. The purpose of the study is to explore the stages of concern from the directors of elementary schools about mobile learning, so as to better understand mobile learning innovation diffusion status. By adopting the questionnaire survey and using the “Stages of Concern Questionnaire for Mobile Learning Concerned by the Directors of Elementary Schools” edited by the author as the research tool, the study surveyed 268 trainees of the 2014 elementary school director development training program hosted by National Academy for Educational Research, with which descriptive statistics were adopted for data analysis. The study results suggest the following: 1. As a whole, elementary school directors’ concern about mobile learning falls in the stages of awareness and information, i.e. putting more focus on self concerns; 2. the elementary directors with different education and working backgrounds, i.e. the factors of the highest education school, study field, position and school size, etc. show different stages of concern about mobile learning; 3. 19% of the elementary school directors put focus on task concerns or impact concerns about mobile learning, and those elementary directors are more suitable to act as the change agents to diffuse mobile learning. It is recommended that, when diffusing mobile learning in elementary school in the futures, corresponding diffusion and development strategies be adopted and the specific members of respective stages of concern be targeted.