本研究主要探討國民小學組織學習與教師生涯發展的相關性及不同背景變項的國小教師組織學習及生涯發展差異情形。本研究採用問卷調查法，針對台南縣、台南市公立國民小學教師進行調查，共回收808份有效問卷。
本研究結果如下：
一、當前國小教師組織學習得分屬於中等程度；生涯發展得分以「投入成長」階段平均最高，「挫折倦怠」得分最低，顯示教師生涯發展處於成長階段人數最多。
二、不同性別、職務、學歷、年資、學校歷史、規模及地區的教師，在組織學習之部分層面達顯著差異。
三、不同性別、年齡、職務、學歷、年資、學校規模及地區教師生涯發展部分層面達顯著差異。
四、國小教師組織學習之各層面與生涯發展之「探索適應」、「投入成長」、「專業成熟」、「創新傳承」達中度正相關，與「困境瓶頸」、「挫折倦怠」及「撤離轉移」達中度負相關。
五、組織學習對教師生涯發展具有預測力。 The purposes of this study are to know the relationship between organizational learning and teacher's career development, the difference in school organizational learning and teacher’s career development in different background of teachers and schools. The method of this study is investigation. There are 808 sample from Tainan city and Tainan county primary school teachers.
The results of this study are as follows:
1. The teacher organizational learning scores are upper average. In career development questionnaire, the ‘input-growing’ stage is highest one, ' the setback-languid' stage is the lowest one. It shows that most of teacher's career is at input-growing stage.
2. There is obvious difference in organizational learning dimension beside different sexes, positions, age of service, school history, school size and school area of teachers’ background.
3. There is obvious difference in teacher career development dimension beside different sex, age, position, academic credentials, age of service, school size and school area of teachers’ background.
4. There are positive relation between organizational learning and teacher career development dimension of 'input-growing', 'specialty', ' innovatation', and negative relation between organizational learning and teacher career development dimension of 'bottleneck', 'setback' and ‘withdraw’.
5. It has prediction at organizational learning to teacher career development.
