本研究以科技接受模式為基礎，並加入影響網路知識分享的因素－自我效能、知識分享動機和社群關係，藉此了解影響教師專業虛擬社群知識分享的因素。本研究以思摩特網教師成員為研究母群，採用網路問卷調查法，於2010年3月27日至4月28日間，獲得有效樣本336份。問卷調查結果以描述性統計、信度分析、探索性因素分析、t檢定、單因子變異數分析、卡方檢定、皮爾森積差相關分析和多元迴歸分析等方法進行分析。
教師成員背景變項在各構面的差異性：性別方面，男性教師的自我效能、知識分享動機、社群關係、網路知識分享行為較女性教師高；不同教學年資在科技接受認知信念和社群關係方面具有差異；任教學校和教師類別在各構面則無差異性。
教師成員的科技接受認知信念、自我效能、知識分享動機、社群關係對網路知識分享意願具有顯著影響；自我效能、知識分享動機和社群關係對網路知識分享行為具有顯著影響；網路知識分享意願對網路知識分享行為具有顯著影響；網路知識分享意願對科技接受認知信念、自我效能、知識分享動機、社群關係與網路知識分享行為之關係有中介效果。
最後，藉由本研究之發現與結論，期能提供教育和學校單位之主管機關及未來研究者參考，以促進教師專業虛擬社群之發展。

This research attempted to examine the influential factors of knowledge sharing in teacher’ virtual professional community. Based on the theory of Technology Acceptance Model (TAM), a model involving self-efficacy, knowledge sharing motivation and community relationship was developed. The research utilized the online survey questionnaire and sampled 336 members from SCTNet. The data were analysed by exploratory factor analysis, reliability analysis, descriptive analysis, t-test, one-way ANOVA, Pearson’s product-moment correlation and multiple regression analysis.
The results showed that there were significant differences in gender and teaching experience. Male teachers’ self-efficacy, knowledge sharing motivation, community relationship and knowledge sharing behavior were better than female teachers’. There were significant teaching experience differences in technology acceptance and community relationship.
Furthermore, the study found that technology acceptance, self-efficacy, knowledge sharing motivation and community relationship significantly affected knowledge sharing intention. Self-efficacy, knowledge sharing motivation and community relationship significantly affected knowledge sharing behavior. Knowledge sharing intention significantly affected knowledge sharing behavior. In addition, knowledge sharing intention was a mediating factor between technology acceptance, self-efficacy, knowledge sharing motivation, community relationship and knowledge sharing behavior.
The results of this study would be beneficial to understand the influential factors of knowledge sharing in teachers’ virtual professional community and provide suggestions for educational administrations, schools and future researchers.

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