近世的科技發展，使人類社會急遽變遷，持續學習乃成為因應社會變遷最重要的途徑，所以終身學習已成為國際組織所重視的教育典範，並且已成為各國教育革新的核心理念；而終身學習最關鍵的理念，便是強調以學習者為中心的學習理念。所以學校為了因應終身學習與教育革新，勢必要透過組織學習與組織創新轉變學校文化，建構終身學習的學校文化，才能有效提升學校效能。
而學習型學校可能是未來學校的希望，因為學習型學校是一個勇於創新、願意改變、持續學習的學校；學習型學校可促使教師成為終身學習者，使教師的終身學習與專業成長相輔相承，如此不僅可促進學習型學校的發展，亦可培育學生具有終身學習的態度與能力。本研究以終身學習文化之意涵為核心理念，統合組織學習、組織創新的理論，探討其與學校效能之相關因素探討。
本研究預試問卷以高雄市、高雄縣、屏東縣、台南市等19所學校所回收之有效問卷209份，做為測驗工具的因素分析；正式問卷調查則以台灣省公立國民小學教師為實證研究對象，有效樣本為1002位教師。本研究分別以t檢定、單因子變異數分析、迴歸分析、及AMOS結構方程模式分析等方法來進行實證並驗證本研究所提出之各項假設。
本研究主要發現有：
1、目前國小以任務導向最能呈現終身學習文化效果；以共享資訊價值最能呈現組織學習效果；以組織氣氛創新最能呈現組織創新效果，且終身學習文化、組織學習、組織創新狀況皆屬於偏高程度。2、學校終身學習文化之任務導向文化，最能引導學校的組織學習、組織創新，進而提升學校效能；而且終身學習文化與組織學習、組織創新具有因果關係。3、組織學習之「共享資訊價值」最能促進組織創新，而且組織學習與組織創新具有交互影響關係；而組織學習、組織創新交互作用之中，以組織氣氛創新最能有效預測學校效能，對行政績效表現與課程教學發展之學校效能最具影響力。4、整體而言，學校組織創新最能有效提升學校效能，其次是終身學習文化、組織學習。5、以結構方程模式所建構的學習型學校模型因素有：任務導向、學習導向、個人學習、共享資訊價值、團隊合作、深度對話、教學行為創新、設備資源創新、行政運作創新、組織氣氛創新等十項因素。學習型學校能有效提升課程教學發展、教師專業品質、行攻績效表現、社區認同參與之學校效能，有助於落實九年一貫課程的教育革新目標。6、目前我國國民小學以院轄市學校、24班以下之小型學校，在學習型學校型模發展上，具有較佳的適配度；但是，目前各國小發展為學習型學校的空間仍然非常大，須再多強化學習型學校的理念。7、終身學習文化之學習導向是目前國小建構學習型學校的關鍵指標，且終身學習文化是建構學習型學校的核心理念；以學習者為主體的學習導向教學理念是終身學習的核心理念，亦是九年一貫課程的核心理念，但是，學習導向的教學理念在目前的教學上仍顯不足，須再加強終身學習的學習導向理念。
建議
1、學校應建構任務導向與學習導向的終身學習文化。2、學校應建立共享資訊價值、團隊合作、深度對話的組織學習文化，以促使教師從事終身學習與專業成長。3、學校應以行政運作創新，營造組織創新的氣氛，同時以創新的設備資源激發教師教學行為的創新。4、教師進修的規劃應兼顧團隊學習和個人學習，以支援教師面對九年一貫課程的革新。5、學校應以任務導向與學習導向作為建構學習型學校的基石。

Abstract
The rapid change in human society due to recent technological advancements has made continual learning the most important way for people to cope with such social changes. Lifelong learning thus became an important education model to organizations worldwide and the core belief of education reforms in different parts of world. While lifelong learning is a user-focus learning theory, it is necessary for schools to enhance the education efficiency by developing lifelong learning culture through organizational learning and innovation in order to cope with lifelong learning and education reforms.
The idea of a learning school is probably the future hope of schools for the following reasons. Firstly, a learning school is eager to make innovations and changes and to keep learning. Secondly, it promotes lifelong learning to teachers, so that they can keep learning and improve pedagogical competencies for life. Thirdly, it helps the school to transform into a learning school and to develop the student’s attitude and ability in lifelong learning. This paper investigates correlations between lifelong learning and factors affecting the efficiency of school according to the implications of lifelong learning and theories in organizational learning and organizational innovation.
The total of 209 valid pretest questionnaires recovered from 19 schools in Kaohsiung City, Kaohsiung County, Pingtung County and Tainan City were the sources of factor analysis for the testing instruments that were used in the study. An empirical study on teachers of private and public elementary schools in Taiwan was conducted in a formal survey. The number of valid samples was 1002. T-test, ANOVO, regression analysis and AMOS were applied to verify the assumptions made in the study.
Findings indicated that:
1. The effect of lifelong learning was best illustrated in the task-focus culture. The effect of organizational learning was best illustrated in the value of information sharing. The effect of organizational innovation was best illustrated in organizational atmosphere innovation. The status of lifelong learning, organizational learning and organizational innovation was high.
2. The task-focus culture in lifelong learning that would subsequently enhance school efficiency could stimulate organizational learning and organizational innovation most effectively. Moreover, there was a cause-effect correlation between lifelong learning and organizational learning and innovation.
3. The value of information sharing in organizational learning could promote organizational innovation most effectively; and organizational learning and organizational innovation were mutually affected. The organizational atmosphere innovation in such a mutual effect could predict the school efficiency and influence the performance of school administration and curriculum and instruction development most effectively.
4. In summary, organizational innovation could enhance school efficiency most effectively, then life learning and organizational learning.
5. Elements of the learning school model constructed according to the AMOS included: task focus, learning focus, personal learning, information sharing value, team cooperation, depth dialog, instructional behavior innovation, equipment resource innovation, administration innovation and organizational atmosphere innovation. The efficiency of a learning school could help promote curriculum and instruction development and community recognition and participation; and enhance the pedagogical competencies of teachers and the administration performance of school. All these would help accomplish the goals in grade 1-9 curriculum.
6. Based on the learning school model, elementary schools under the jurisdiction of the Executive Yuan with less than 24 classes are most suitable for transformation. Yet, there is still much space for improvement in all elementary schools. Therefore, it is needed to reinforce the idea of a learning school in these schools.
7. Task focus learning focus in lifelong learning is a key indicator of a school transforming into a learning school. Moreover, lifelong learning is the core belief for constructing a learning school; and the learner-based learning-focus teaching belief is the core belief of lifelong learning and the core belief of the grade 1-9 curriculum. Yet, there is still space for enforcing the learning-oriented teaching belief in practice. Therefore, it is needed to reinforce the learning-focus belief in lifelong learning.
Recommendations
1. Schools should develop a task-focus and learning-focus lifelong learning culture.
2. Schools should develop an organizational learning culture that builds up on information sharing value, team cooperation and depth dialog in order to promote lifelong learning and pedagogical competencies improvement of teachers.
3. Schools should encourage instructional behavior innovation through administration innovation, creating the organizational innovation atmosphere and equipment resource innovation.
4. Teachers should consider team learning and personal learning in continuing education planning in order to support changes in the reform of the grade 1-9 curriculum.
5. Learning school should be based on task-focus and learning-focus.