本研究旨在探究校長教練式領導、教師專業學習社群與教師信任等變項間的關係，並就校長教練式領導對教師專業學習社群影響歷程中，分析教師信任的中介效果。研究對象為臺北市共784名參與教師專業學習社群的國小教師，研究工具為「校長教練式領導、教師專業學習社群與教師信任之調查問卷」，資料採Pearson積差相關以及線性結構方程模式進行分析。研究發現：一、校長教練式領導、教師專業學習社群與教師信任間具中高度正相關；二、校長教練式領導對教師專業學習社群具有正向影響效果；三、校長教練式領導可以間接透過教師信任的中介作用，對教師專業學習社群產生正向顯著影響。最後，研究者根據研究結論提出相關建議，以為實務推動以及未來研究之參考。

The purposes of this study were as follows: 1. to explore the relationship among principals’ coaching-based leadership, teachers’ professional learning community, and teacher trust; 2. to verify the mediating effect of teacher trust. The study employed a survey method generated by the researchers entitled “Principals’ Coaching-based Leadership, Teachers’ Professional Learning Community, and Teacher Trust Inventory.” Participants were 784 elementary school teachers from Taipei City. Data was analyzed by Pearson correlation and Linear Structural Relationship. The main findings of this study include: 1. There is a positive and significant correlation among principals’ coaching-based leadership, teachers’ professional learning community, and teacher trust. 2. Principals’ coaching-based leadership has positive and significant effects on teachers’ professional learning community. 3. The impacts of principals’ coaching-based leadership on teachers’ professional learning community are partially mediated by teacher trust. According to the research findings, several suggestions for implementation and further studies are proposed.