本研究旨在探討公務人員參與終身學習動機因素、障礙因素及參與意願，並且探討不同背景之公務人員參與動機、障礙及意願之間的關係。為有效達成上述目的，本研究採取便利抽樣問卷調查，以公務人員為研究對象，共發出問卷1200 份，回收1116份，其中有效回收問卷為1071 份，所得資料以描述性統計、獨立樣本t 檢定、單因子變異數分析、皮爾森相關分析及多元迴歸進行統計分析，歸納結論如下： 一、參與終身學習動機取向，以「求知興趣」取向最強。 二、參與終身學習障礙取向，以「機構障礙」取向最強。 三、參與終身學習動機會因不同背景變項而有所不同。 四、參與終身學習障礙會因不同背景變項而有所不同。 五、參與終身學習動機與障礙呈現顯著的正相關。 六、參與終身學習動機與障礙對參與終身學習意願有顯著影響。 最後根據研究發現，分別就「個人」、「組織」、「學習環境與資源提供者」及「政策」等四各層面提出建議，提供公務人員、學習機構及政府等參考。 【關鍵字】：終身學習、參與學習動機、參與學習障礙、參與學習意願 / The purposes of this study were to investigate the motivations, barriers and willingness of participation in lifelong learning education of public servants, examine the relationship among motivations, barriers and willingness degree in different background variables. The research samples were public servants. Convenience samples were employed through the questionnaire. A total of 1200 questionnaires were handed out, 1116 were collected. There were 203 valid questionnaires. Statistical techniques conducted including descriptive statistic, T-test, ANOVA, and multiple regression analysis. The findings were as follows: 1. Cognitive interest was the strongest motivation of public servants participating lifelong learning education. 2. The unit barrier was the strongest barrier of public servants participating lifelong learning education. 3. Different backgrounds would influence the motivation orientations of public servants participating lifelong learning education. 4. Different backgrounds would influence the barrier orientations of public servants participating lifelong learning education. 5. Motivations had significantly positive correlation with barriers. 6. Motivations and barriers had significant effect on willingness. Finally, the research provided suggestions to public servants, institutions, government, and those were interested in this issue. 【Keywords】：lifelong learning， learning motivations, learning barriers , learning willingness.