本文有鑑於提升大學品質，確保大學學術自主及人文性之本質，透過理論論述與實徵研究，建構台灣公私立大學教師教學領導力之內涵、指標及其影響因素，期能提供台灣公私立大學提升教師教學品質之評量參照。本文發現，大學教師教學領導力可分為教學專業與教育奉獻（教學力）及自我反省與專業社群（領導力）構面（領導力），而精確決策乃教學力與領導力共通的構面，且各個向度間均具高相關。再者，依據統計結果發現，大學所在地區、教師性別、任教年資、所屬學院別、是否曾獲得教學榮譽等對教學力與領導力之看法有差異；但最高學歷、職 稱、是否兼行政工作或任職公私立大學，卻不影響其對教學領導力指標之看法。最後，並提出大學教師彈性薪資、教育部卓越教學計畫補助、教師證照均可借用本文建構之教學領導力指標，更呼籲大學教師的教育愛與專業社群均是提升大學教師教學品質的重要方向。

　　This article presents an attempt to make sense of teaching leadership of university in Taiwan. According to the literature review and the result of empirical researches, the dimension of university teaching leadership can be constructed and the indicators are highlighted. The literacy of university teaching leadership is divided into five levels: teaching profession, teaching commitment, precise decision making, self-reflection, and professional community, which show their rational correlation with each other based on the statistic results. Further, some findings resulted from research have been analysed, ie., professional position, academic and administrational experiences, and public or private universities and institutes, gender, ages of in-service professional career. Some of them show significant differences, whereas others not. In the end, the author declaims that the indicators of university teaching leadership may be applied for judging teachers’ salary range, excellent teaching, and even certificate of teaching profession. In addition, that commitment and professional community should be improved due to its important impacts on excellent classroom management, organizational skills and pedagogy.