本研究旨在探究教師專業學習社群運作時，對學生學習成效的關注情形，以及瞭解影響關注的重要因素。首先，探究目前臺北市國民小學教師專業學習社群運作時，對學生學習成效關注之狀況；其次，則分析教師個人因素與學校環境因素是否對教師專業社群在關注「學生學習成效」上有所影響。研究採問卷調查法，研究對象為臺北市29所國小共720名教師，研究工具為「教師專業學習社群運作狀況調查問卷」，以平均數、ANOVA、MLM進行資料分析。本研究之主要研究結果為：(1)臺北市國民小學教師專業學習社群運作時，對「學生學習成效」之關注程度良好，然各學校間對學生學習成效之關注程度卻有差異；(2)優質學校認證、校長教學領導、學校教師文化等學校環境因素，對教師專業學習社群在「關注學生學習成效」有所影響。最後，研究者根據研究結論提出相關建議，以為教師專業學習社群之實務推動、以及未來研究之參考。

With a focus on students’ achievement in Taipei City, the purpose of this study was two-fold: (1) to explore the current situation of teachers’ professional learning communities, and (2) to review the effects of personal and school factors on professional learning communities. By adopting the survey approach, the study administered “Teachers’ Professional Learning Community Inventory” to a total of 720 elementary school teachers. The participants’ responses were analyzed through Analysis of Variance (ANOVA) and Multilevel Linear Modeling (MLM). The main findings of this study were as follows: (1) the degree of teachers’ professional learning communities focusing on students’ achievement is moderately high with some variations across schools; (2) the school factors, including quality school certification, principals’ leadership in instruction, and teacher culture, have significant effects on professional learning communities. Based on the findings, several suggestions for the implementation and future studies were made.