本研究旨在探討國小教師組織承諾、教師自我效能與知識分享之關係。以408 位國小教師為研究對象，採問卷調查法。研究發現：（一）性別在「努力意願」上達顯著差異；年資在「組織認同」、「努力意願」、「留職傾向」和「工作脈絡效能」上呈現顯著差異；（二）組織承諾、教師自我效能與知識分享各分量表間皆呈現顯著正相關；（三）「努力意願」、「個人教學效能」可顯著預測「分享個人內在知識」、「分享學習機會」與「促進他人學習」三個向度；組織承諾亦可顯著預測教師自我效能；（四）教師自我效能為組織承諾與知識分享之間的中介變項。

The purpose of this study was to examine the relations among organizational commitment, teachers’ self-efficacy and knowledge sharing by the teachers of Taichung City elementary schools. The research was conducted by questionnaire survey. The researcher had 408 valid samples from 21 Taichung city elementary schools. The findings were: (1) There was a significant difference on sex for the desire to work hard. There were significant differences on different years of experience for teachers’ organizational identification, the desire to work hard, the inclination to take off for a rest, and the efficacy for the context of team work. (2) There were positive and significant correlations among all dimensions of organizational commitment, teachers’ self-efficacy and knowledge sharing. (3) The desire to work hard of teachers’ organizational commitment could significantly predict all three dimensions of knowledge sharing. The personal teaching efficacy of teachers’ efficacy could also significantly predict all three dimensions of knowledge sharing. (4) The teachers’ self-efficacy was the mediator between organizational commitment and knowledge sharing.