「領域性」普遍且根深蒂固存在於人類的心理與行為，教育職場亦必然有領域的存在及領域性的運作，但是國內外迄今未見教師教學相關領域性的研究。本研究擬探究教師對於教學相關的空間、資源、時間、學生群體、教學想法或做法等之領域屬性的看法，教師整體的或各層面的領域性高低情形，以及不同身分教師間見解之異同。透過文獻探討與問卷調查實證資料之統計分析，本研究提出以下的研究結論。第一，教師教學相關領域性的內涵十分多元複雜，應從多元層面進行探究；第二，教育職場確實存在領域現象，教師普遍具有領域性；第三，教師相當重視獲取、維護教學相關的領域及領域提供的功能，以初級領域概念看待，但亦有部分的「負向領域性」現象；第四，教師教學相關領域性兼具正負面作用；第五，男性、學校規模較大、以及教學合作經驗較少的教師等，展現較高的領域性。依據研究發現，對於校長們在學校經營措施的擬訂與推動，提出若干建議。 “Territoriality” is common and ingrained， which is inevitably existed in psychology and behavior of human being. The territory and the operation of territoriality are also in the educational work place. However， we cannot find any research on teachers’ territoriality in teaching yet. This research intends to investigate: (1)teachers’ attributes to territory attitudetowards teaching elements， including space， resources， time， students， and their thoughts and methods， (2) teachers’ status about general and each dimension of territoriality in teaching， (3) discrepancy of territoriality in teaching among some kinds of teachers. By the questionnaires and literature reviewing， some significant conclusions of this research are as follows: First， teachers’ territoriality in teaching is complex， we should investigate in multiple dimensions. Second， territories do exist in educational work place and teachers generally have territoriality in teaching. Third， teachers pay much attention toacquire and maintain the territories in teaching and the functions that are provided by territories. Teachers regard teaching elements as primary territory， but “negative territoriality”exist simultaneously. Fourth， teachers’ territoriality in teaching has both positive and negative effects. Fifth， teachers， who are male and are in schools that are larger in scale and with fewer experiences in teaching cooperation， show higher territoriality. Based on the findings from this research， some suggestions about territoriality researches and educational policy are made.