本研究旨在瞭解新北市三鶯區國民小學學校組織文化與教師專業社群發展之現況，並比較不同背景變項之差異與相關。本研究之研究方法以問卷調查法進行，以新北市三鶯區之公立國民小學教師為研究對象，抽出31所公立小學，對126位教師進行調查，有效問卷為120份。以敘述統計、獨立樣本平均數t檢定、單因子變異數分析、皮爾遜積差相關、多元逐步迴歸分析等統計方法進行分析。結論如下：一、新北市三鶯區國小教師知覺學校組織文化整體良好，以「科層體制文化」之感知度最高，「創新發展文化」表現相對較低。二、新北市三鶯區國小教師知覺教師專業社群感受非常良好，以「專業分享型社群」感受度最高，「專業發展型社群」感受較低。三、不同背景變項之國小教師在學校組織文化的知覺程度會因年齡、學歷、校齡而有所差異 。四、不同背景變項之國小教師在專業社群的知覺程度會因教師學歷、學校規模、教師職務而有差異。五、學校組織文化與教師專業社群具有很高度正相關，各層面具有高度正相關，除科層體制文化在教師社群各類型為中度相關。六、學校組織文化對教師專業社群有預測性，解釋力為36%～54%之間。 本研究根據結論對國小校長、教師、及後續研究者提出建議。 The aim of this study attempts to explore the current situation of school's organizational culture and professional learning community among public elementary schools in Sanxia and Yingge distirct of New Taipei City. This study may be of importance in detecting significant difference among varieties and in explaining the dynamic relationships between the two variables. We investigated this research by constructing and administering a questionnaire. The participants in this study were selected from the population of teachers served among 31 elementary schools in Sanxia and Yingge distirct of New Taipei City. 126 copies of a personal questionnaire were sent to individuals and 120 copies of questionnaire were valid. In order to clarify the relative contribution of these variables, five types of statistical analyses were used: descriptive statistics, independent samples t-test, One-Way ANOVA, Pearson's product-moment correlation coefficient and canonical correlation analysis. The results of present study were described as follows: (1) All respondents of school's organizational culture performed well. Respondents of ＂Bureaucracy Theory Culture＂ performed higher than respondents of ＂Innovation Culture.＂ (2) All respondents of professional learning community performed well. Respondents of ＂Professional Sharing＂ performed higher than respondents of ＂Professional Development.＂ (3) The result of school's organizational culture is different in age, educational level, and the age of school. (4) The result of professional learning community is different in educational level, the scales of school, and the types of work. (5) School's organizational culture and Professional Learning Community were strongly positively correlated in each field, except ＂Bureaucracy Theory Culture＂ in professional learning community. (6) School's organizational culture had a positive impact on the development of teachers' professional learning community, and its predictive power was amoing 36% to 54%. The results of this paper suggest several dimensions that might profitably be addressed by education administration authority and future researchers in the area.
