隨著社會少子化及家長對子女教育的重視，親師溝通能力對教師而言顯然愈來愈重要。本研究以文獻探討和焦點團體訪談的方式，邀請 33 位學者專家、中小學教育人員及家長，建構出教師親師溝通能力指標，包括溝通知識與目標、溝通策略與技巧、溝通意願與態度、親師合作促進及親師衝突因應等五個向度、 20 個能力指標，並分為 45 個參考檢核重點。再以層級分析法，邀請 30 位學者專家、中小學教育人員及教育行政人員，填寫「親師溝通能力指標相對權重調查問卷」，得出五個向度和 20 個能力指標的相對權重。結果發現，五個向度以「溝通意願與態度與向度的權重值達.392最高，而 20 個能力指標以「能開放心胸積極主動和家長聯繫」，整體權重值.236最高。本研究建構之能力指標體系與權重值分析，可做為設計親師溝通課程或衡量教師親師溝通能力的參考。

With the sharp drop of birthrate in our society and the higher expectations parents have towards their children’s education, the greater competence of parent-teacher communication is being required. This study, adopting literature reviews along with focus group interviewing approaches from 33 experts, educators and parents of primary and secondary schools, intends to construct practicable competence indicators of parent- teacher communication for teachers. The five dimensions of the indicators are: first, communication knowledge and purposes; second, communicative strategies and techniques; third, communication willingness and attitudes; fourth, promotion of teacher-parent cooperation; and, fifth, parent-teacher conflict coping strategies. There are 20 competence indicators in total, with 45 reference check points. This study, employing analytic hierarchy process (AHP), conducted a survey of 30 experts, educators and administrators from primary and secondary school levels on competence indicators and weight system of parent-teacher communication. The findings reveal that of the five dimensions, “communication willingness and attitudes” has scored the greatest weight of 0.392, while among the 20 indicators, “being open-minded and highly responsive to parents” carries the greatest of 0236. In brief, the findings of this study can be valuable references for designing parent-teacher communication courses as well as evaluating a teacher’s parent-teaching communication competence.