本研究旨在了解臺中市國民中小學教師專業學習社群與教師專業發展之現況， 比較不同背景變項對於教師知覺教師專業學習社群與教師專業發展的差異，並分析 教師專業學習社群與教師專業發展的相關情形、教師專業學習社群對教師專業發展 的解釋力。本研究採用問卷調查法，研究工具為臺中市國民中小學教師專業學習社 群與教師專業發展調查問卷，以臺中市國民中小學教師為母群體，抽取500位為正式 樣本，有效問卷共413份。分析結果獲得以下結論： 1. 臺中市國民中小學教師知覺教師專業學習社群與教師專業發展現況屬良好。 2. 臺中市國民中小學教師專業學習社群因目前職務、參加教師社群方式和學校規 模之不同，具有顯著差異。 3. 臺中市國民中小學教師專業發展會因性別、服務年資、目前職務、參加教師社 群方式、參與教師社群之經驗、學校類別之不同，具有顯著差異。 4. 臺中市國民中小學教師專業學習社群與教師專業發展呈現正相關。

This study refers to the current situation of teachers’ professional learning communities and teachers’ professional development at the elementary and junior high schools in Taichung City, and simultaneously, analyze the influence of teachers’ perception with different background variables on teachers’ professional learning communities and teachers’ professional development. The researcher has analyzed the relationship between teachers’ professional learning communities and teachers’ professional development, and regarded it as a predictable variable. For the purpose of study, a questionnaire was employed to survey 500 teachers in Taichung City. We got 413 valid samples .We got the following five conclusions: 1. The current situation of teachers’ professional learning communities and teachers’ professional development at the elementary and junior high schools in Taichung City is on good level. 2. The significant differences among teachers’ perception for teachers’ professional learning communities are by current position, the way of participation and school size at the elementary and junior high schools in Taichung City. 3. The significant differences among teachers’ professional development are by gender, years of service, current position, the way of participation, the experience of participation in teachers’ professional learning communities and school category at the elementary and junior high schools in Taichung City. 4. There is a significant positive correlation between teachers’ professional learning communities and teachers’ professional development at the elementary and junior high schools in Taichung City.