本研究旨在探討國小教師以網路學習方式進行在職進修的現況與態度。使用問卷調查法，依各縣市公立國小比例，採隨機抽樣方式抽取300所國小為樣本學校，每所學校發出6份問卷，共取得教師樣本1,800人。研究結果發現，教師參與網路在職進修意願高昂，現階段環境有利推動教師在職進修網路學習，教師參與網路在職進修以取得研習時數為主，參與網路在職進修的課程需求以教育專業知能為核心，課程品質為影響教師網路在職進修意願的主要關鍵，網路學習可補傳統進修模式之不足。在不同背景變項國小教師在職進修網路學習態度上，發現有性別與擔任職務上的差異。本研究根據結果提出建議供相關單位、教師和後續研究者參考。

The purpose of this study is to investigate the current conditions of elementary school teachers' online in-service training and their attitudes toward professional development online training. A questionnaire was conducted to collect the data. Random sampling from MOE 2005 elementary schools list was used to select the 300 participant schools in the study. Six teachers of the participant schools were invited to fill in the questionnaire. Among the 1,549 participant teachers, 1,433 valid responses were collected. The results of the study found that the major purpose of teachers' using online in-service training is to obtain the required professional development training credit hours. Teachers are highly motivated in online in-service training which can serve as a supplement to the traditional training. The contents of online in-service training should focus on professional knowledge, and the quality of the online course played the most critical role on teachers' willingness of participating in the online in-service training. The study also found that the current situation varied for teachers with different backgrounds. There were significant differences between genders and among teachers with different administrative positions regarding their attitudes towards online in-service training. Besides the findings, suggestions are given .for further administrational legislature and study.