本研究旨在於探討教師領導與教師專業發展的關係，係以大高雄地區公立國术小學教師為取樣範圍。依學校規模以分層隨機抽樣方式，選取669位參與者參加研究，最後取得589位參與者的有效研究資料。研究參與者必頇完成「教師領導與教師專業發展關係之研究概況調查問卷」。本研究得到下列幾項結論：1.教師對教師領導知覺屬較佳，以「教學領導」最高。2.教師的教師專業發展知覺屬較佳，以「職場生涯成長發展」最為突出。3.男性、年長、資深、級任及組長、高學歷之國小教師，教師領導知覺較高。4.女性、年長、資深、級任及組長、高學歷、服務於中小型學校之國小教師，教師專業發展知覺較高。5.教師對教師領導愈積極，教師專業發展愈佳。6.教師領導札向功能的發揮，能提升教師專業發展。7.教師領導對教師專業發展有顯著的預測力，其中「組織領導」最能預測教師專業發展。

The purpose of this study is to discuss the relationship between teacher leadership and teacher pro-fessional development . The department of the Kaohsiung area public elementary school teachers for the sample range. By school size selected from a stratified random sample of 669 participants in the study to obtain 589 participants last valid research data. Study participants must complete the “Questionnaire of the Investigation of the relationship between teacher leadership and teacher professional development”. Conclusions of this study are as follows: 1. Teacher perceptions of teacher leadership is better, of which the "instructional
leadership" the highest. 2. Perception of teacher professional development of teachers which is a better "career growth and development" the most prominent. 3. Male, older, experienced, and head office level, highly educated teachers of elementary school teachers in the higher leadership perception. 4. Female, older, experienced, and head office level, highly educated, service in the small elementary school teachers 'perception of higher teachers professional development. 5. If the teacher leadership of the teachers are more positive, the teachers will be better of teacher professional development. 6. Through teacher leadership positive function oriented can affect the improvement of teacher professional development. 7. The teacher leadership have significant prediction capability of teacher professional development. Among them, the “organizational leadership” can best predict the teacher professional development.