學校發展成為一個「學習型組織」已是二十一世紀教育變革的重點之一。然而，學校要成為一個實質的學習型組織並非易事，它涉及到學校外部環境（如政治、經濟、社會與文化等層面與教育有關之因素）影響到學校內部組織及結構（如學校組織、學校文化與工作環境等因素），而導致教師對學習型組織的感覺、認同、參與及投入有不同的反應，致使學校在發展成為學習型組織的過程中，可能因諸多未知、模糊或誤解的因素而產生許多外顯或潛在的衝突與挫折。相當多的學者在其參與推動學校組織學習的方案活動中都提出類似的發現。本文從巨觀層次探究分析影響學校「學習型組織」發展的可能因素，以瞭解目前學校在進行有形或無形的學習型組織方案時，校內人員對外部教育環境與學校內部組織結構影響其學習型組織活動的感受與態度，並提出結論與啟示供有志推動學習型組織方案的行政單位與學校作為實施的參考。

Becoming a learning organization for schools has been one of the cores of educational reform. In reality, a school is not easy to become a “real” learning organization associated with both its external environment and its internal structure, which affect schools become a learning organization. Some unknown factors lead to implicit and explicit conflicts and frustrations among teachers as they participate in learning organization, which will impede schools to transform into the learning school.The purpose of this study was to explore how school external environment and internal structure influence schools to form a learning organization by using a quantitative research method. The researchers would provide some conclusions of this study.