本研究之研究範圍為台北市公立小學之三至六年級語文科領域書法教師，旨在探討目前台北市國小書法教學之現況，及影響教師書法教學意願的相關因素。研究目的包含：1.了解國民小學書法教學的實施現況。2.了解影響台北市語文領域書法教學教師書法教學之相關因素。3.了解影響書法教學相關因素與書法教學意願度的關係。本研究使用之工具為研究者自編「書法教學意願問卷」。所蒐集之資料以SPSS for Windows 13.0版套裝程式進行統計分析，並於問卷蒐集後，抽取11位教師和1位行政人員，進行訪談。本研究發現結果如下： 一、「書法教學授課頻率」及「書法相關背景」兩變項與「教師書法教學意願」呈現正相關；而「教材困擾」及「教師教學能力困擾」兩因素與「教師書法教學意願」呈現負相關。 二、經過半淨相關複迴歸分析，「書法教學實施現況」、「書法相關背景」「教材困擾」、「書法教學能力困擾」等四個變項，共解釋教師書法教學意願30.4％的變異量。 三、經由多元逐步複迴歸分析，「書法相關背景（無）」與「書法教學能力困擾」兩個變項，共預測了「書法教學意願」25.6％的變異量。 四、由開放性問卷及訪談，尚可得知教師進行書法教學主要的困擾因素與有：課程定位及時間問題、教師專業素養不足、教材資源不足、研習管道不暢通及校內普遍未設立書法教室等問題。 最後，根據研究結果提出建議，作為教師進行書法教學，及相關單位制訂政策的參考。 The proposes of this study were to: (1)understand the implantation of calligraphy teaching；(2)understand the factor related to Calligraphy teacher of language domain teachers；(3) explore factor related to the independent variable ( personal background variable, school environment variable and some disturbing factor) and dependent variable (the willingness of calligraphy teaching )；(4) understand the distributive factor of calligraphy teaching and what the Elementary School Teachers need help. Mail questionnaire and face to face interview were used to collect data. The samples of this study were third until sixth graders’ teachers in Taipei municipal Elementary School. Descriptive analysis, correlation analysis, and semi-partial multiple regression analysis, and stepwise multiple regression analysis were used to analyze the data collected. The key findings of this study were as follows: 1.(1) There is low and positive relationship between frequencies of calligraphy teaching of teachers. (2) There is moderate and positive relationship between teachers’background in calligraphy (3) There is low and negative relationship between teaching materials problems of teachers. (4) There is moderate and negative relationship between the ability of calligraphy teaching of teachers. 2.In semi-partial multiple regression analysis, four variables explained variance of 30.4％. 3.In stepwise multiple regression analysis, two variables explained variance of 25.6％. 4.The major disturbing factors in teaching of calligraphy are as fallow: (1) the problem of an independent subject and time of calligraphy curriculum；(2) the problem of inadequate professional ability of teachers；(3) the problem of teaching material insufficiency and inadequate resources；(4) the problem of no chance to attend in-service education；(5) the problem of no professional calligraphy classroom.