目前國內外對於社區參與相關議題之研究非常豐富，但研究對象大多以社區一般居民、婦女、老人或民營企業的角度來探討，對於大學教師參與社區公共事務方面研究相對比較少。而大學教師通常具有相當高程度的各項專業，對於社區發展及公共事務參與，促進社區提升及發展應該會更具有影響力。 基於前述動機，本研究選擇南台灣地區等四所公私立大學的專任教師為主要研究對象。調查內容包括影響大學教師參與社區公共事務之因素、社區公共事務的參與行為及態度、過去及目前參與經驗及類型等。透過訪談及從文獻中歸納出影響大學教師參與社區公共事務的因素，以問卷調查方式來瞭解大學教師對其認同度及探討影響因素構面與社區公共事務參與行為及態度間的關聯性。目的欲了解影響大學教師參與社區公共事務的因素、大學教師參與社區公共事務之現況及大學教師對社區公共事務參與的行為及態度跟因素之間的關係。 研究發現影響大學教師參與社區公共事務的因素可分為七項因素：個人認知導向、社會責任感、學校事務壓力、自我能力實現、增進學校效益、實踐宗教使命及升等依據看法。大學教師能夠藉其各類專長來幫助社會大眾的成長，並期許教師能使自己在教學、研究的同時，還能做到服務及推廣的任務。教育單位可以透過升等評量上更有彈性來鼓勵大學教師參與社會及社區公共事務，社區組織更應該尊重及重視教師專業可以給社區帶來更具眼光的發展策略。

This study aims to investigate the effects of university faculty characteristics on participating in community's public affairs. Samples were embraced within four universities in Kaohsiung via surveying their affecting factors, attitudes, types of activities, and experiences of participating community public affairs. In addition, the affecting factors were concluded via face-to-face interviews. The correlation between dimension of identification and affecting factors and the attitudes toward public affairs participating were analyzed. The result shows that factors influencing the academic to participate in community's public affairs can be divided into the following seven factors: social responsibility, personal cognitive direction, self-ability realization, promotion of school benefits, the affairs pressure of the school, practice of religion mission and the result of their preferment. The community organizations should respect and follow the specialties of the teachers that could take more far-sighted and developed strategies for the community.