本研究旨在探討技術型高中校長學習領導、教師參與專業學習社群與教師教學效能之現況及關係。採用問卷調查，以結構方程模式考驗校長學習領導、教師參與專業學習社群對教師教學效能的影響。結果顯示，校長學習領導、教師參與專業學習社群與教師教學效能三者認知良好且彼此相關，影響關係模式成立。此外，亦發現校長學習領導對教師教學效能有顯著之直接影響，而教師參與專業學習社群對校長學習領導影響教師教學效雖扮演中介角色，但僅具有部分中介效果。本研究建議校長力行學習領導，強化專業學習社群運作，進而提升教師教學效能。

The purpose of the study was to investigate the relationships among principals’ leadership for learning, teachers’ participation in professional learning communities and teachers’ teaching effectiveness in technical high schools. Questionnaire survey was used. In addition, this study used structural equation modeling with prospective data to test for model fit. The findings indicate that there is a significant correlation and goodness of fit among principals’ leadership for learning, teachers’ participation in professional learning communities, and teachers’ teaching effectiveness. Principals’ leadership for learning is found to affect teachers’ teaching effectiveness positively. Besides, principals’ leadership for learning is found to affect teachers’ teaching effectiveness indirectly by way of teachers’ participation in professional learning communities. The results suggest that the principal should implement leadership for learning and strengthen the operation of professional learning communities in order to improve teachers’ teaching effectiveness.