本研究旨在深入探討國小教師專業學習社群、組織承諾與教學效能之現況、差異情形及其相關程度。第一階段先建構指標，藉由德懷術專家學者觀點，克服以往只憑 藉文獻蒐集而未能判別指標適切性之盲點，建構出更符合研究目的之指標，俾利後 續調查分析與探究；第二階段再問卷調查，研究者依德懷術結果編製調查問卷為研究工具。本研究以調查方式，針對屏東縣偏遠地區參與教師專業學習社群之正式教 師，共發出268 份問卷，回收有效問卷248 份，有效問卷回收率為92.54%。資料 採用平均數、標準差、獨立樣本t檢定、單因子變異數分析、皮爾森積差相關等進行分析與驗證。最後依據研究發現，獲致屏東縣偏遠地區國小教師參與專業學習社 群能分享教學實務經驗、願意為學校努力且教學策略多元化；女性教師於整體組織承諾、整體教學效能、準備教學計畫、分享教學實務程度之得分高於男性教師；資深教師留職傾向高於資淺教師、熟齡教師班級經營管理優於年輕教師；專業學習社群、組織承諾與教學效能互有顯著關係等四項主要結論，並提出具體建議，俾供教 育行政機關、學校主管、偏遠國小教師及未來研究者參考。

The main purpose of this study was to explore the relationships among participation in professional learning communities, organizational commitment, and teaching effectiveness of elementary school teachers in the remote area of Pingtung County. The status quo and differences among different groups of teachers were also included. In order to prevent blind spots in judging the viability of indictors obtained from literature review, this research was separated into two connected stages. In the first stage, an indicator system was created using the Delphi method. In the second stage, according to the results of the Delphi method, a survey questionnaire was constructed as a research instrument. The questionnaire was administered to a total of 268 elementary school teachers in Pingtung County, and 248 valid responses were obtained, generating a response rate of 92.54%. Statistical analysis was conducted to find results such as mean, standard deviation, t test, one-way analysis of variance, and Pearson’s product–moment correlation. Four major findings were derived from this research. In the remote area of Pingtung County, teachers participating in professional learning communities are able to share their teaching experiences with one another, devote more effort to teaching than other teachers do, and use various teaching strategies. Furthermore, female teachers outperform male teachers in organizational commitment, teaching effectiveness, teaching preparation, and sharing teaching experiences. Moreover, senior teachers maintain their positions as teachers longer than junior teachers do, and older teachers manage classrooms more effectively than younger teachers do. Finally, the relationships among professional learning community, organizational commitment, and teaching effectiveness are statistically significant. Suggestions for educational administrators, school leaders, teachers in remote areas, and future researchers are presented in this study.