本研究旨在瞭解臺北市教學輔導教師學習領導與夥伴教師教學效能之現況與關係。研究採問卷調查法，研究工具為「教學輔導教師學習領導與夥伴教師教學效能問卷」，研究對象為臺北市325位夥伴教師，並以描述性統計、Pearson積差相關（Pearson’s productmoment correlation）分析及逐步（stepwise）多元回歸分析（multiple regression analysis）之統計方法進行資料分析。本研究結論如下：一、臺北市教學輔導教師之學習領導行為具中高度表現；二、臺北市夥伴教師之教學效能具中高度表現；三、教學輔導教師學習領導與夥伴教師教學效能間具中度正相關；四、教學輔導教師學習領導對夥伴教師教學效能具有顯著的預測作用。本研究最後根據結論提出具體建議，以供教育實務及未來研究之參考。

The purposes of this study are as follows: 1) to explore the current situation of mentor teachers’ leadership and mentee teachers’ teaching effectiveness in Taipei and 2) to analyze the relationship between the mentor teachers’ leadership for learning and mentee teachers’ teaching effectiveness. Research methods used in this study include a questionnaire survey called, “Mentor Teachers’ Leadership for Learning and Mentee Teachers’ Teaching Effectiveness Inventory.” Participants were 325 mentee teachers in Taipei City. Data was analyzed by quantitative means, a Pearson correlation, and regression. The main findings of this study show: 1) the degrees of mentor teachers’ leadership for learning and mentee teachers’ teaching effectiveness are at upper middle levels, 2) there is a positive and significant correlation between mentor teachers’ leadership for learning and mentee teachers’ teaching effectiveness, and 3) mentor teachers’ leadership for learning has a positive and significant predictable effect on mentee teachers’ teaching effectiveness. According to the findings, suggestions for the implementation and further study are proposed.