學習共同體融入西方學習社群概念，除強調教師同僚性構築，亦擴展至課堂層級。為了解植基於課堂真實情境的學習共同體，是否在促進教師專業學習、課堂教學及效能感上扮演關鍵角色，本研究以參與教育部「學習領導下的學習共同體計畫」之試辦中小學為對象，進行問卷調查。結果顯示教師在專業學習、課堂教學與效能感的表現，皆達中高標；教師對課堂教學的信念較之對自己專業學習的信念，更為積極；且因應學習共同體的特性，教師以學習者為中心的行為與信念同步發展。再者，學習共同體參與經驗中的實作，其影響力甚於研討，它與教師專業學習、課堂教學對於教師效能感均有顯著的解釋力。本研究所得提供了學校在地變革取徑帶動教師改變的實徵支持，對於未來方案介入的實施有諸多的啟示。

Integrating the western concept of learning community, Sato expanded his proposal of learning community (xue xi gong tong ti) by covering the levels of teacher and classroom. To investigate the effects of a learning community possibly aroused in authentic contexts, this study conducted a survey among the elementary and secondary schools participating in the pilot program of “Learning Community under Leadership for Learning” in Taiwan. The findings revealed that the performances of teachers’ professional learning, classroom teaching, and self-efficacy ranged between moderately high and high. Teachers’ belief toward self-learning was less positive than that of the class teaching. Also, the belief and action in developing teachers’ professionals went along with the nature of learning community. In addition, teachers’ reading and participating in workshops did not indicate any influence on efficacy. Instead, practices of learning community mattered. Beliefs and behaviors of teachers’ professional learning and classroom teaching exerted significant effects on teachers’ efficacy, too. These findings on how learning community kindled teachers’ changes could be referred to if any similar programs get implemented in the future.