本研究旨在探討教師知識管理與教師專業成長程度之關係，並分析不同背景變項之教師其知識管理、專業成長差異情形。本研究採用文獻分析和問卷調查法，以中部四縣市之公立國民小學的教師為母群體，採分層抽樣方式，並以「國民小學教師知識管理與專業成長調查問卷」為調查工具，針對中部四縣市78所學校的785位學校教師進行問卷調查研究，回收率為86％，可用率為78％。所得資料以次數分配、百分比、平均數、標準差、t考驗、單因子變異數分析、Pearson積差相關等統計方法進行資料分析。根據資料分析結果，本研究獲致以下討論： 一、國民小學教師知識管理與專業成長現況大致良好 二、教師知識管理之現況受服務地區、學校規模影響而有所差異 三、教師專業成長之現況受年齡、服務年資影響而有所差異 四、教師知識管理愈佳則教師專業成長愈佳 依據上述研究結論，本研究提出如下建議： 一、持續宣導知識管理理念，使教師對知識管理內涵有正確了解 二、建立有效之校際合作模式，減低偏遠地區實務網路不足之影響 三、適度調整學校規模，以利知識管理推行 四、教師應建立終身學習及團隊學習觀念 五、提供足夠資訊科技，以利教師進行知識的蒐集與儲存 六、推動教師進行行動研究，有效解決教學疑難

The main purpose of this research was to explore the relationships between teachers' professional growth and teachers' knowledge management of elementary schools, and to analyze how the status of teachers' professional growth and teachers' knowledge management varied according to the variables of teachers' backgrounds. According to findings, the research proposed the suggestions for Educational administrative organizations, elementary school's administrative unit, and elementary school teachers. This research reviewed the literature of teachers' professional growth and knowledge management, and established the research framework and research questionnaire. Meanwhile, the data was collected by the questionnaire survey method. The research adopted stratified sampling technique based on the location and the size of a school. The population was composed of teachers of 78 elementary schools in the central Taiwan countries. There were 785 teachers sampled from 78 elementary schools. The total number of usable sets of instrument returned was 614 and a usable return rate was 78%. The statistic methods were frequency, percentile, t-test, one-way ANOVA, and product-moment correlation. The conclusions of this research were as follows: 1. The current status of teachers' knowledge management and teachers' professional growth in elementary schools is mostly good. 2. There were significant differences of teachers' knowledge management among teachers from different school location and size. 3. There were significant differences of teachers' professional growth among teachers from different teacher age and their working experience. 4. The better knowledge management the teachers do, the better professional growth the teachers will be. According to the research conclusion, some suggestions as follow: 1. Keep on publicizing the concept of "knowledge management", and make teachers have accurate understanding. 2. Construct effective models of school-to-school cooperation; reduce influences of the shortage of networks of practice in remote districts. 3. Adjust school size moderately to facilitate knowledge management. 4. Teachers must develop concepts of life-long and team learning. 5. Provide sufficient information technology, and make knowledge collection and storage available for teachers. 6. Promote teachers to do action research, and to solve difficulties in the teaching process.