本研究旨在探討國民小學教師學習社群與專業表現之間的關係，以及國民小學學習社群對教師專業表現之影響。本研究以問卷調查法及分層隨機方式，選取臺中縣市45所公立國民小學594位教師進行施測，計得有效問卷568份，實際可用率為95.62%。問卷資料採用平均數、標準差、t 考驗、單因子變異數分析、皮爾遜積差相關及多元逐步迴歸等統計方法加以分析。歸納研究結果，本研究獲致之結論如下：一、國民小學教師參與學習社群情形「良好」，其中以「結構支持」方面最明顯，而以「共同願景」方面相對不明顯。二、不同背景變項的國小教師在參與教師學習社群方面無顯著差異。三、國小教師專業表現受教學年資、學校規模背景變項之影響而有明顯差異。四、國小教師學習社群與五、國民小學教師專業表現情形「很好」，其中以「敬業態度」方面的表現最好，而以「班級經營」方面的表現相對較差。間具正相關。各層面中，以「結構支持」、「課程教學」、「輔導知能」層面具高度正相關。六、國小教師參與學習社群對專業表現具預測力，其中，以「結構支持」層面對教師專業表現的預測力最高。根據研究結果，提出具體建議，俾供教育行政機關、國小教師以及未來研究之參考。

The main purpose of this study was to analyze the relationships between learning communities of elementary teachers and the professional performance of teachers. This study also attempted to understand what effects school learning communities have on teachers’ professional performance. The main research method applied in this study was a questionnaire survey. The sample of this survey was based on the questionnaire and stratified random methods, consisting of 594
teachers selected from 45 public elementary schools in Taichung City and County. There were 568 effective questionnaires, so 95.62 percent of questionnaires were determined to be useful. Survey data were statistically analyzed by applying mean, standard deviation, t-test, one-way ANOVA, Person’s product-moment correlation and canonical and multiple stepwise regression analysis. Based on results of the survey, the conclusions of this study are summarized as follows: 1. The elementary teachers’ participated well in learning communities. In particular, the
“construture support” learning communities were the most significant from teachers; however, “mutual revision” communities had the lowest level of participation (note: I am confused by the term “construture support.” I cannot find any other reference to this term online. Please consider revising). 2. The elementary teachers’ participation in learning communities did not vary significantly according to different variables.
3. The professional performances of elementary school teachers were satisfactory. This was especially true in regard “professional attitude”; however, performance appeared less satisfactory in regard to “ class management”. 4. The professional performance of elementary school teachers showed significant differences in terms of the affects of teachers’ teaching seniority, and school size. 5. The results revealed that there is a positive correlation between elementary learning
communities and the professional performance of teachers. In particular, there was a strong correlation between “construture support”, “curriculum teaching” and “counseling knowledge”. (Note: Again, the use of “construture” seems very awkward here.) 5. The elementary teachers’ participation in learning communities can predict the professional
performance of teachers. Above all, the “construture support” was the best predictor of teachers’ professional performances. According to the results, we provide practical suggestions to educational administrative
institutions and elementary school teachers. We also offer suggestions for future research.