關鍵詞：同僚關係;專業學習社群;專業學習社群參與 The purpose of this study was to explore the relationship between elementary school teachers’ perception of school collegiality and their participation in professional learning community. A questionnaire survey was conducted to 441 teachers stratified and randomly sampled from public elementary schools in Keelung City. The status-quo of school collegiality and teachers’ participation in professional learning community, as well as the differences in teachers’ perception and participations by teachers’ background variables were analyzed by using descriptive statistics, t-test, and one-way ANOVA. In addition, the χ2 – test and Pearson product-moment correlation were used to analyze the association between teachers’ perception of school collegiality and their participation in professional learning community. Main findings of this study were as follows: 1. The current status of school collegiality perceived by elementary school teachers’ in Keelung City was at an intermediate level . Among dimensions of professional learning community, the "Imitation and Learning" dimension had the highest score, and the "Share and Review " dimension had the lowest score. 2. There were significant differences in elementary school teachers’ perception of school collegiality by teachers’ background variables, in terms of seniority, scale of school and school history. 3. The elementary school teachers in Keelung City didn’t participate in professional learning community very often. 4.The main motivation for school teachers to participate professional learning community was to “enrich their professional knowledge and skills”. 5. The main type of professional learning community for school teachers to participate was the “ professional development for teachers inside school“, and the main content was the “discussion of topics”. 6. Elementary school teachers under different background had different difficulties for their participation in professional learning community. 7.The main reasons for elementary school teachers not participating in professional learning community were “ no suitable time to participate”. 8. Elementary school teachers who did not participate in professional learning community had their own conditions and considerations for the future participation. 9. Compared to teachers who did not participate in professional learning community , teachers who had experiences of participating in professional learning community had a higher level of perception of school collegiality. 10.The relationship between teachers’ perception of school collegiality and their participation in professional learning community was positively correlated at a medium level. Based on findings mentioned above, this study provided some suggestions for educational administrators, school educators and researchers.