本研究旨在探討國民小學教師學校知識管理與專業成長之關係，研究者採用問卷調查方式，以基本資料表和兩份量表進行資料之蒐集，即教師學校知識管理量表及教師專業成長量表；同時以南部某縣市國民小學600位教師為研究對象進行抽樣，共得有效樣本509份。所蒐集之資料以描述統計、t考驗，單因子變異數分析、皮爾遜積差相關、及簡單迴歸和同時迴歸分析等統計方法進行分析，並獲得以下的結論：一、國小教師學校知識管理情形良好，以「知識的運用」表現較佳。擔任不同職務、任教於不同學校規模者、和服務於不同所在地者，有顯著差異，其它變項則無。二、國小教師專業成長情形良好，以「班級經營」表現較佳。不同性別與擔任不同職務者，有顯著差異；其它變項則無。三、國小教師整體學校知識管理與教師專業成長間具顯著中度正相關；兩變項之各分層面間亦具顯著中度至低度正相關。四、國小教師整體學校知識管理對教師專業成長有35.1%的解釋力，教師在學校知識管理之五個分層面的得分對其整體教師專業成長亦有35.5%的解釋力。

This study aimed to explore the relationship of elementary teachers’ school knowledge management and their professional growth in southern areas. A survey method was employed by using two instruments, “Questionnaire of Teachers’ School Knowledge Management” and “Questionnaire of Teacher’s Professional Growth”. A total of 600 elementary teachers were selected by a stratified random sampling method (by school size) in elementary schools of ChiayiCity; 509 valid questionnaires were received finally. Corresponding statistics were applied to analyze the data, i.e. descriptive statistics, t-test, one way ANOVA, Pearson’s product-moment correlation, simple regression, and simultaneous regression analysis. The findings of the study were reported as follows: 1. Targeted elementary teachers’ school knowledge management was above the average level, while they performed better in the “knowledge application” aspect.There were statistically significant differences in targeted elementary teachers’ school knowledge management among the factors of teachers’ task in school, school size, and its location, while no significant difference was found among the factors of gender, age, working years, and education background. 2. Targeted elementary teachers’ professional growth was above the average level, while they performed better in the “classroom management” aspect. There were statistically significant differences in targeted elementary teachers’ professional growth among the factors of gender and teachers’ task, while no significant difference was found among the factors of age, working years, education background, in school size and school location. 3. There was significantly positive correlation between targeted teachers’ school knowledge management and professional growth (whole scales and all sub-scales). 4. Targeted elementary teachers’ school knowledge management effectively predicted their professional growth, with 35.1% (the whole scale) and 35.5% (five sub-scales) variance explained.