本研究旨在了解臺北市國民小學校長知識領導與教師專業發展之現況，了解不同的背景變項在臺北市國小校長知識領導與教師專業發展之差異情形，分析不同程度的校長知識領導在教師專業發展之差異情形，最後探討臺北市國小校長知識領導對教師專業發展之預測力情形。 本研究採用問卷調查法，以臺北市國民小學教師為調查分析對象，以自編之「臺北市國民小學校長知識領導與教師專業發展之調查問卷」為工具進行調查，問卷研究對象以臺北市47所國民小學632位教師為樣本，蒐集的資料以獨立樣本t 考驗、單因子變異數分析、Scheffé事後比較、Pearson積差相關及逐步迴歸分析等進行資料分析，獲致以下結論： 壹、臺北市國民小學校長知識領導整體及各向度的表現屬「中高程度」，其 中以「激勵組織成員學習」表現最佳得分最高，而「整合學校資源系 統」得分最低。 貳、臺北市國民小學教師專業發展現況，屬「中高程度」，其中以「計畫專 業成長」得分最高，「參與學術活動」得分最低。 參、不同性別、年齡、職務、學校規模與學校校齡的臺北市國民小學教師， 在知覺校長知識領導上均有顯著差異。 肆、不同性別、年齡、職務、服務年資、教育程度與學校規模的臺北市國民 小學教師，在教師專業發展上均有顯著差異。 伍、不同程度的校長知識領導越高，則教師專業發展的表現越佳。 陸、除了激勵組織成員學習外，臺北市國民小學校長知識領導，對教 師專業發展具有中度正相關與可預測力。 最後，依據研究結果，提出具體建議，俾供臺北市國民小學校長與教師，及未來研究之參考。 / The purpose of this study is to understand the current status between principals’ knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City, the difference condition on variances of different background between principals’s knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City, and further analyzes the difference condition between principals’ knowledge leadership and teachers’ professional development, finally, to explore the predictionon principals’ knowledge leadership to teachers’ professional development of elemenatary schools in Taipei City. This Study adopted questionnaire survey aimed at teachers of elementary schools in Taipei City as the object of analysis with the self-prepared tool of “questionnaire survey of principals’ knowledge leadership and teachers’ professional development of elemenatary schools in Taipei City” to proceed inestigation, The questionnaire object ws based on 47 elementary schools and 632 teachers in Taipei City as sample , the data collected was proceeded and anyalyzed on independant sample by t factor, single factor variances analysis, Scheffé comparison afterward, Pearson cummulated difference and the related multiple stepwise regression, the conclusion obtained is as follows: 1. The overall and each aspect performance of principals’ knowledge leadership are belonged to “moderate to high degree”., where the performance of “encouraging organization’s members to learn” is the best with highest scores, however, “intigrating school resource system” gets lowest scores. 2. The current status of teachers’ professional development of elementary schools in Taipei City is belonged to “moderate to high degree”., where “professional growth on planning” has gotten the highest scores, but “involvement in academic avtivities” is the lowest scores. 3. The cognitions among teachers with different sex, age, job duties, school scale, school age of elementary schools in Taipei City on principals’ knowledge leadership that have significant difference. 4. The teachers with different sex, job duties, seniority, level of education, all have significant difference on teachers’ professional development. 5. The higher the different level of principals’ knowledge leadership, the better the performance of teachers’ professional development. 6. As to teachers’s professional develpment, the principals’ knowledge leadership of elementary schools in Taipei City has a moderate and positive relation with precditable ability except encouraging “organization’s members to learn ”. Finally, according to the result of Study to submit a concrete suggestion to provide for the future research reference to principals and teachers of elementary schools in Taipei City. 1.Suggestions to the prncipals of elementary schools in Taipei City 1)Carefully use the role of encouragement played by principals to build a harmonious learning atmosphere. 2)To establish an award and encouragement system and development for research task to encourage members in innovative development. 3)To construct an interactive environment of knowledge management of school and to develop the culture of knowledge share. 4)To utilize the knowledge leading and to integrate school’s source system and further to have an abundant learning resource on knowledge. 2.Suggestions to the teachers of elementary schools 1)Actively involve in life learning and to enhance individual professional skill. 2)Actively engage in educational research and further to establish a self-supporting system. 3)Participates in evaluation on teachers’ professional development and to fulfil evaluation on the result of advanced learning. 4)Establishes a teaching archive and to plasticize the achievement of professional development.