本研究的目的有二，其一是在探討學校組織學習發展的型態；其二則是在分析加強或滯延組織學習轉型成為學習型組織的因素。 本研究以臺灣地區國民小學及國民中學為對象進行調查，量化研究的目的是希望分析這些在不同組織發展階段的學校發展之主要型態。資料分析採用區辨分析的方法，目的是要了解那些因素驅動而且協助學校朝向學習型組織發展。本研究輔以訪談校長的質性研究方法，質性資料分析的目的是在瞭解校長的態度與所用的策略對於學校朝向學習型組織發展的影響。 從研究結果在本研究所建構的模型分佈看來，臺灣地區樣本學校組織學習結果呈現兩極的情況，多數的學校似乎是沒有什麼動靜的，而某些學校則已朝學習型組織發展的成熟階段。本研究發現對於組織學習發展有影響的因素為：資源、領導、結構與學校大小。整體而言，本研究所建構的組織學習動態模型，有助於檢視學校朝向學習型組織發展的情況，此外，研究發現校長的態度及其所採用的策略，對於學校朝學習型組織發展也有關鍵的影響。

There are two specific purposes of the present paper. First is to analyze the typology of organizational learning in schools. The second purpose is to identify key factors that facilitate or delay the progression of schools towards becoming "earning organizations". To address these two purposes, a survey instrument was constructed for both elementary and secondary schools in Taiwan. The quantitative analyses of data intend to identify major patterns among Taiwanese schools in different stages of organizational learning. Discriminant analyses were employed to identify key propelling factors that assisted schools' progression towards "learning organizations". This was followed by more in-depth interviews of principals selected from schools falling into four respective conditions described in the model. From the distribution of a sample of 88 elementary and secondary schools, a bipolar concentration of schools in the relatively unchanged conditions and advanced stages of organizational learning were found. Further exploration of factors that promote organizational changes revealed that funding, leadership, structure, and school size play some part in organizational learning. The constructed typology provides a convenient way of distinguishing differential stages of school development in terms of organizational learning. Additional interviews with principals of schools located in differential stages of development clarify how their perception and mentality shape their schools' development.