本研究旨在建構適切的國民小學教師知識領導指標，主要係採用德懷術、階層程序分析法及問卷調查法。首先，進行三回合德懷術之後，整體平均數均達到適切至非常適切的程度，指標系統共包含五個構面、15個項目及40個細項指標；其次，探討及確立指標的權重體系，在各構面上，以「提升教師專業知能」、「促進學生有效學習」的權重值最高；在各項目上，以「多元展能」、「組織學習」、「團隊互助」項目的權重值最高。接著，以分層隨機方式抽取臺灣地區1,205位國民小學教師，回收有效問卷858份進行分析，結果顯示本指標系統具有良好的適配度、信度與效度。最後，根據研究結論，提出相關建議，以供參考。

The main purpose of this research is to construct appropriate indicators of teachers’ knowledge leadership in elementary schools by using Delphi, the analytic hierarchy process, and questionnaire survey. First, we used Delphi 3 times, and overall averages ranged from “appropriate” to “very appropriate.” The indicators system was basically comprised of five dimensions, fifteen items, and forty indicators. Then, we explored and constructed the weighted system of indicators. The dimensions of “enhancing teachers’ professional expertise” and “promoting student learning effectively” had high-weight. The items of “showing multiple ability,” “organizational learning,” and “team cooperation” had high-weight. Next, we selected 1205 teachers in elementary schools by using stratified random sampling, and retrieved 858 effective questionnaires to conduct an empirical study. The empirical data and indicators demonstrated a good fit, and had good reliability and validity. Finally, based on the conclusions, this research puts forth some suggestions with regard to the indicators of teachers’ knowledge leadership in elementary schools.