近年来，世界各国对教学改革的重视程度日益提高，并在国际上掀起了一股新的教学改革热潮。而提升中小学教师专业学习的质量，成为提高中小学教师专业素质，促进教学改革的关键。随着教学改革的持续深入与发展，教师的角色由传统的知识传授者变成终身学习者，从专业发展的积极参与者转变为专业学习的主动学习者。

本研究调查了中小学教师专业学习现状，关注不同群体的中小学教师专业学习现状的差异；以成人学习理论、学习共同体理论为视角，进一步探究影响中小学教师专业学习的因素，从教师层面和学校层面入手，重点分析教师自我效能感与教师所在学校氛围对中小学教师专业学习的影响，旨在为促进中小学教师专业学习的管理制度以及相关政策改进提供参考依据。

本研究借鉴成熟量表，对教师专业学习、教师自我效能感、学校氛围这3个变量进行测量。本研究以问卷调查的形式，对来自北京、河南、湖南、广东等省份的634位中小学教师进行了调查，数据分析发现：（1）参与调查的中小学教师专业学习处于中上水平。（2）不同教师群体的专业学习存在差异。不同性别的中小学教师专业学习在整体上存在显著差异，女教师专业学习水平显著高于男教师。不同位置学校中小学教师虽然在专业学习整体上不存在显著差异，但在子维度同事协作方面存在显著差异，城区教师在同事协作方面得分显著高于县镇教师。（3）影响中小学教师专业学习的因素包括教师层面因素和学校层面因素。在教师层面，教师自我效能感对中小学教师专业学习产生显著影响。提高教师自我效能感，对促进教师专业学习有积极的作用。在学校层面，教师所在学校氛围对中小学教师专业学习具有显著的正向预测作用，学校氛围感知越好，教师的专业学习参与度与水平越高。良好的学校氛围会对教师的专业学习起到巨大的推动作用。

基于研究结果，本文从教师层面和学校层面提出促进教师专业学习的对策：提升中小学教师自我效能感，保持积极的心理状态；营造学习氛围，建设支持性学校环境。

In recent years, countries around the world have attached increasing importance to teaching and learning reform, and a new wave of teaching and learning reform has been launched internationally. The quality of professional learning for primary and secondary school teachers has become the key to improving the professional quality of primary and secondary school teachers and promoting teaching reform. As the teaching reform continues to deepen and develop, the role of teachers changes from traditional knowledge transmitters to lifelong learners, from active participants in professional development to active learners in professional learning.

This study investigates the current situation of professional learning among primary and secondary school teachers, focusing on the differences in the current situation of professional learning among different groups of primary and secondary school teachers; using adult learning theory and learning community theory as perspectives, it further explores the factors affecting the professional learning of primary and secondary school teachers, starting from the teacher level and the school level, focusing on the impact of teachers' self-efficacy and the school climate in which teachers work on the professional learning of primary and secondary school teachers, with the aim of providing The study aims to provide a reference for the improvement of management systems and related policies to promote professional learning of primary and secondary school teachers.

This study draws on well-established scales to measure three variables: teachers' professional learning, teachers' self-efficacy and school climate. A questionnaire survey was administered to 634 primary and secondary school teachers from the provinces of Beijing, Henan, Hunan and Guangdong. Analysis of the data found that: (1) The professional learning of the participating primary and secondary school teachers was at an upper-middle level. (2) There were differences in the professional learning of different teacher groups. There were significant differences in the professional learning of primary and secondary school teachers by gender on the whole, with female teachers having significantly higher levels of professional learning than male teachers. Although there was no significant difference in the professional learning of primary and secondary school teachers in different locations, there were significant differences in the sub-dimension of collegiality, with urban teachers scoring significantly higher than county teachers in collegiality. (3) Factors affecting the professional learning of primary and secondary school teachers included teacher-level factors and school-level factors. At the teacher level, teacher self-efficacy had a significant impact on the professional learning of primary and secondary school teachers. Improving teachers' self-efficacy had a positive effect on promoting teachers' professional learning. At the school level, the school climate of the teacher's school had a significant positive predictive effect on the professional learning of primary and secondary school teachers; the better the perception of school climate, the higher the engagement and level of professional learning of teachers. The better the perception of school climate, the higher the level of teachers' engagement in professional learning. A positive school climate can be a significant driver of teachers' professional learning.

Based on the findings, this paper proposes countermeasures to promote teachers' professional learning at both the teacher level and the school level: enhancing primary and secondary school teachers' self-efficacy and maintaining a positive psychological state; creating a learning climate and building a supportive school environment.