本硏究旨在建構國民小學學習社群理論層面並進行實證分析。首先，經由文獻探討來 建構學習社群理論層面，透過驗證性因素分析（CFA)來加以檢證，所建構五個層面參數估 計値分別爲社群認同與合作（0.93 )、領導分享（0.91 )、學校結構與社會支持（0.90 )、 共同願景（0.89)、學校實務（0.81);其次，將所建構之學習社群層面據以編製問卷，以 問卷調查方式針對國民小學教師進行調查，共寄出問卷800份，有效問卷665份，問卷可用 率83.25%，硏究發現爲：一、學習社群理論層面共有社群認同與合作、領導分享、學校結 構與社會支持、共同願景、學校實務等5個層面；二、學習社群理論層面以「社群認同與合 作」在學習社群運作中影響程度最爲顯著；三、教師學歷、擔任職務、服務年資在知覺學 習社群5個層面之影響程度有顯著的不同。

The aim of the research was to explore the theoretical dimensions and empirical analysis in learning communities in elementary schools. First, according to the literature, the dimensions of learning community are constructed. CFA is used to test the dimensions. There parameter estimated value of the 5 dimensions are community recognition and collaboration(0.93), shared leadership(0.91), school structure and social support(0.90), common vision(0.89), and school practice(0.81) respectively. Second, based on the theoretical dimensions, the questionnaire was developed to investigate the current situation.The subjects being investigated involved 800 teachers, and the valid response rate of this study was 83.25%. With statistic analysis of 665 elementary school teachers, the conclusions are as follows: (1) The theoretical dimensions consisted of five dimensions including community recognition and collaboration, shared leadership, school structure and social support, common vision, and school practice;.(2) Community recognition and collaboration is the most impact dimensions; (3) Teachers with different educational levels, positions and seniorities perceive the 5 theoretical dimensions of learning communities impact significantly different.