本研究以文件分析法，分析國、私立高中職18個2年期教師專業學習社群之社群運作方式和成效。研究結果如下：一、高中職的跨領域教師社群有成長趨勢，主動式學習漸為社群活動的主流。二、社群運作方式的專業性逐年提升，極少數社群的表現是退步的。三、教師社群的運作逐年符合PDCA（Plan-Do-Check-Act的簡稱）循環的精神。四、教師社群逐年提高對「學生與教師的學習」之關注度。五、教師社群逐年能利用多元資料來源檢視教師和學生的學習成效。

This study aims to investigate the operational effects of eighteen two-year teacher professional learning communities at senior high and vocational level . This study adopted document analysis. The findings are as follows: (1) there is a growing tendency of the organization of teacher learning communities crossing disciplines, and also towards active learning; (2) the professionality of community operation is enhanced year by year, while only a few community performances are poor; (3) the operation of teacher learning communities is in alignment with PDCA’s spirit; (4) teacher learning communities have increased their concerns of student and teacher learning year by year; (5) teacher learning communities have tended to use diverse materials and tools to investigate teachers’ and students’ learning effects.