本研究旨在探究國民小學教師專業學習社群、正向心理資本與教師教學創新之間的現況與關係。在研究方法上採用問卷調查法，研究對象為臺灣地區國民小學教師，並使用描述統計、積差相關、Bootstrap與結構方程模式進行資料分析。研究結果顯示臺灣教師知覺教師專業學習社群、正向心理資本與教師教學創新之現況良好，三者之間具相關性，且影響關係模式適配度良好；此外，教師專業學習社群對教師教學創新有顯著影響效果，教師專業學習社群亦可透過正向心理資本的中介效果，間接對教師教學創新產生正向的影響。根據研究結果，建議如下：一、學校提供優質的支持性環境，讓參與專業學習社群之教師擁有充足的空間與時間進行討論與學習；二、學校強化行政支持與專業分享，厚植教師正向心理資本；三、學校建構優質教學獎勵制度與實務觀摩，敦促教師教學理念創新；四、教師專業學習社群可以透過強化教師自我效能、希望、樂觀與復原力之正向心理資本，進而提升教師教學創新。

This study aimed to investigate the current status of and interrelationships among elementary school teachers’ professional learning communities, positive psychological capital, and teaching innovation. The research methods included a questionnaire survey. The survey subjects were public national elementary school teachers in Taiwan. The data were analyzed by descriptive statistics, correlation analysis, the bootstrap method, and structural equation modeling (SEM). The results showed that teacher perceptions of teachers’ professional learning communities, positive psychological capital, and teaching innovation had significant positive correlations among the three variables. In addition, teachers’ professional learning communities had a significant direct effect on teaching innovation, and this effect was enhanced in extent and in magnitude when mediated by positive psychological capital. Based on the conclusions, this study had a number of suggestions: 1) schools should provide enough space and time for discussion, so as to improve the supportive environment of the teachers’ professional learning communities; 2) administrative support and professional sharing should be strengthened, so as to enhance teachers' positive psychological capital; 3) a quality teaching reward system should be created and observations should be practiced to enhance innovation in teaching philosophy; and 4) teachers' professional learning communities can enhance teachers' teaching innovation by strengthening the positive psychological capital of teachers' self-efficacy, hope, optimism, and resilience.