本研究旨在探討臺北市公立小學教師專業學習社群發展之現況，研究問題包括：一、臺北市公立小學教師專業學習社群經營之特徵的現況為何？二、臺北市公立小學教師專業學習社群目前之發展階段為何？三、臺北市公立小學教師、社群與學校背景是否對教師專業學習社群特徵認知造成顯著差異？期望透過調查結果，提出國民小學教師專業學習社群發展之建議。本研究利用問卷調查法，針對參與臺北市政府補助之教育部 99 學年度教師專業發展社群之 427 位公立小學在職教師進行普查，調查問卷依據 Olivier, Antoine, Cormier, Lewis 與 Minckler 等人（2009）編制之教師專業學習社群評量表（再編版）（Professional Learning Community Assessment-Revised, PLCA-R）經翻譯、專家效度檢測修改後作為研究工具。 本研究結論如下： 一、臺北市公立小學教師專業學習社群經營特徵以「合作式的學習與應用」最為明顯，「支持性的環境」最不明顯。 二、年資五年以內之新手教師參與臺北市公立小學教師專業學習社群程度不高。 三、臺北市教師專業學習社群類型多為「專業發展主題型式」與「學科（學群）領域型式」；「年級型式」與「學校任務型式」社群數目相對較少。 四、兼任行政階級之教師參與臺北市公立小學教師專業學習社群程度高。 五、男性社群教師面臨社群社群目標上、下不符的矛盾。 六、臺北市公立小學教師專業學習社群目前發展程度於準備期與創建期中期之間。 七、教師、社群與學校背景皆對臺北市公立小學教師專業學習社群特徵認知程度造成差異。 文末並依據研究結果，提出對於社群教師、行政機關，及未來研究提出具體建議。 This study aims to investigate the current status of the professional learning communities (PLC) which are sponsored by the department of Education of Taipei city government. The research questions include (1) What is the current status of the characteristics in PLCs in Taipei public primary schools? (2) What developmental stage is PLCs in Taipei public primary schools currently in? (3) How do primary teachers’ personal background, different PLCs’ type and school background influence teachers’ perceptions of the characteristics shown in PLCs? The study adopts a quantitative research method using a survey questionnaire to collect data. The survey was adapted from Olivier, Antoine, Cormier, Lewis, and Minckler’s (2009) Professional Learning Community Assessment – Revised (PLCA-R). The original questionnaire was translated into Chinese and was further validated through expert and user reviews to ensure content as well as face validity. Study results are surmmerized as below: 1. Collective learning had the highest awareness level as well as surpportive environment had the lowest awareness level among the five dimensions. 2. Novice teachers with less than 5 years of ecperience had a low participation rate in PLCs in Taipei public primary schools. 3. Major types of PLC in Taipei public primary schools were professional development communites and subject field omunities. 4. Teachers with part-time executive posts had a high participation rate in PLCs in Taipei public primary schools. 5. Male teachers encounted the dilemma of inconsistency of visions between school and community levels. 6. The current stages of PLCs in Taipei public primary schools are between preparation stage and establishment stage. 7. There were gnificant perceptual differences among techers from different backgrounds as well as communities and schools with different backgrounds. Based on the research results, the study provided several suggestions for community teachers, administrators, and future research directions.
