本研究旨在探究台北市國民小學校長教練式領導與教師專業學習社群的現況及關係，問卷施測對象為台北市844名參與教師專業學習社群的國小教師，研究工具為「校長教練式領導與教師專業學習社群調查問卷」，資料採平均數、ANOVA、Pearson積差相關以及線性結構方程模式進行分析。研究發現為：一、台北市國民小學校長教練式領導表現屬中、高程度；二、台北市國民小學教師專業學習社群屬中、高程度表現；三、校長教練式領導與教師專業學習社群間具中、高度正相關；四、校長教練式領導之「回饋發展」與「關係建立」行為對教師專業學習社群的預測力最佳；五、校長教練式領導對教師業學習社群具有高度顯著正向影響。最後，研究者根據研究結論提出相關建議，以做為校長教練式領導與教師專業學習社群之實務推動以及未來研究之參考。

The purposes of this study were as follows: 1. to explore the current situation of principals coaching-based leadership and teachers professional learning community in Taipei City; 2. to assess the relationship between principals coaching-based leadership and teachers professional learning community. The study employed Survey Method named “Principals Coaching-based Leadership and Teachers Professional Learning Community Inventory”. Participants were 844 elementary school teachers. Data was analyzed by means, ANOVA, Pearson correlation, and Linear Structural Relationship. The main findings of this study included: 1. Participants had an upper middle sense of principals coaching-based leadership and teachers professional learning community; 2. The result showed an upper middle positive and significant correlation between principals coaching-based leadership and teachers professional learning community; 3. The “feedback and development” and “co-creating the relationship” aspects were foundto be the best predictors for teachers professional learning community; 4. Principals coaching-based leadership had positive and significant effects on teachers professional learning community. Based on the research findings, several suggestions for the implementation and further study were proposed.