本研究目的主要在探討國小教師知識分享行為之現況並比較其分享行為模式，以自編之「國小教師知識分享意願與行為調查問卷」為工其，分層隨機抽樣台灣南部七縣、市國小教師692人為研究對象，所得資料以描述統計、單因子變異數分析、線性結構方程模式統計分析後，結果歸納為:(一)國小教師最常分享之知識內容類型依序為有關教學方面、生活休閒、人文素養、科技方面、政治法律之知識，且不同性別、年齡及服務年資之國小教師在分享內容類型上有顯著差異;而國小教師最常分享知識之場所依序為工作場所、聯誼場合、研習場所、會議場所、電腦網路;(二)計畫行為理論在模式的整體適配度指標及對知識分享行為、意圖之解釋力，均優於理性行動理論模式及修正後之計畫行為理論模式，是建構國小教師知識分享行為之最佳模式。(三)國小教師之知識分享主觀規範、知覺行為控制、與態度正向影響其知識分享意圖，而知識分享行為主要是受到知覺行為控制與知識分享意圓的正向影響。

The purpose of this study is to discover the current knowledge sharing among elementary school teachers and also compare the behavior models. Stratified random sampling was carried out among 692 elementary school teachers form seven counties in southern Taiwan. The collected dαta wαs analyzed by descriptive statistics ， One-Way ANOVA and structural equation modeling to reach the following results.

1. Elementary school teachers share the knowledge of teaching， leisure activitiω， culture and civilization， science， politics and law in the order of the frequency. Significant difference shows regarding to vαrious sexes，αges， and durations of employment. Furthermore， the venues where elementary school teachers participate knowledge sharing behavior include offices， social places， classrooms， conference and the Internet. 2. The thωηI of planned behavior (TPB) generally performs better than both the theory of reasoned action (TRA ) and the modified TP B model in terms of compatibility indication and explanation towards knowledge sharing and intentions. Consequently， TPB becomes the best model for elementary school teachers' knowledge sharing behavior. 3. The knowledge sharing subjective norm， perceptional behavior control and attitudes of elementary school teachers positively affect the knowledge sharing intentions. Meanwhile， knowledge sharing behavior has been mainly positively influenced by perceptional behavior control and knowledge sharing intentions.