本研究旨在探討學前教育機構園所長轉型領導、專業發展與幼兒教育品質之現況及其關係，並據以提出結論與建議，期能提供教育行政機關和學前教育機構園所長運用轉型領導以獲得專業成長與提升幼兒教育品質。本研究採取文獻分析、問卷調查法進行研究。首先，蒐集相關文獻作為研究主題的理論基礎，據以擬定研究架構，進而編製「園所長轉型領導、專業發展與幼兒教育品質」問卷作為研究工具。 本研究之問卷調查對象為台灣地區幼托園所主管（包括：公立幼稚園、私立幼稚園、公立托兒所、私立托兒所），抽樣調查直轄市、省轄市、縣轄市及鄉鎮地區園所長1000 位，取得有效樣本630 份，調查結果以平均數、標準差、t 考驗、單因子變異數分析、階層迴歸分析及路徑關係模式等統計方法，進行資料處理分析，獲得以下結論： 一、學前教育機構園所長轉型領導各層面中，以「尊重信任」表現較佳，其餘依序為「建立願景」、「魅力影響」、「個別關懷」、「智識啟發」、「激發鼓舞」。 二、學前教育機構園所長專業發展各層面中，以「具備幼教專業知能」表現較佳，其餘依序為「滿足個人專業動機」、「永續生涯成長」。 三、學前教育機構幼兒教育品質各層面中，以「課程與教學」表現較佳，其餘依序為「設施與安全」、「園務與行政」。 四、學前教育機構主管因不同的人口及環境變項在園所長「轉型領導」上有差異。 五、學前教育機構主管因不同的人口及環境變項在園所長「專業發展」上有差異。 六、學前教育機構主管因不同的人口及環境變項在「幼兒教育品質」上有差異。 七、學前教育機構主管轉型領導能有效預測園所長的「專業發展」。 八、學前教育機構主管轉型領導能有效預測園所的「幼兒教育品質」。 九、學前教育機構主管運用轉型領導與提升園所「幼兒教育品質」之行為，可以促進園所長本身之「專業發展」；而提升園所的「幼兒教育品質」則有賴於園所長「轉型領導」行為之建立。 根據結論，提出以下建議，提供台灣主管幼兒教育行政機關和學前教育機構，在園所長轉型領導、專業發展以及提升幼兒教育品質之參考： 一、園所長應運用轉型領導以促進專業成長。 二、持續的進修以提昇擔任園長的領導能力。 三、永續生涯規劃並建立良好的人際關係。 四、建立專業組織以推動自我及外部的認同。 五、學前教育機構應重視幼兒教育品質。 六、教育行政機關需要適度的介入。 七、建構實施幼兒教育品質的整體配套措施。 八、建立迅速、正確與客觀的品質資訊回饋機制。 九、擴大幼兒教育研究的領域。 十、城、鄉園所和公私立園所幼兒教育資源應力求均等。 根據研究過程，本研究結果提出以下對未來後續研究之建議： 一、加強質性研究方法進行研究。 二、修訂研究量表。 三、進行長期縱貫性的研究。 / The purpose of this study is to explore on the current condition and its correlation with preschool institution principal’s transformational leadership, professional development and quality of child education. The correlations are explored and concluded to propose sound recommendations to education and administrative institutions and preschool educational institution principals as the guiding tools for institution transformation that could further enhance professionalism and quality of child education. This study conducts explorations via the adoption of scientific literature analysis and questionnaire surveys. The study firstly collects related literatures and uses it as the theoretical basis of the study subject. Accordingly to this theoretical basis, structure of the study is drafted to produce questionnaire, topic with ‘Principal’s Transformational Leadership, Professional Development and Quality of Child Education,’ as instruments of the study. Targets of the questionnaire are preschool kindergarten managers (public or private kindergarten and public or private childcare center) in Taiwan. 1000 samples of kindergarten or childcare center principals are randomly selected from municipality, provincially managed cities, counties and townships. 630 samples are found valid. Result of the evaluations, after being statistically analyzed by mean, standard deviation, t-test, one-way analysis of variance, hierarchical regression analysis and path relationship model, yields following conclusions: A. In the aspects of preschool educational institution principals’ transformational leadership, ‘respect and trust’ outranks the rest and is followed by the order of ‘aspiration establishment’, ‘charisma impact’, ‘thoughtfulness’, ‘intelligent enlightenment’ and ‘inspirational encouragement.’ B. In the aspects of preschool educational institution principals’ professional developments, ‘possession of professional knowledge about child education’ outranks the rest and is followed by the order of ‘personal professional motive satisfaction’ and ‘persistent lifetime growth.’ C. In the aspects of preschool educational institution’s quality of child education, ‘program and education’ outranks the rest and is followed by the order of ‘facility and security’ and ‘routine affairs and administration.’ D. As population and environment may vary, preschool educational institution managers’ transformational leadership may differ accordingly. E. As population and environment may vary, preschool educational institution managers’ professional development may differ accordingly. F. As population and environment may vary, preschool educational institution managers’ quality of child education may differ accordingly. G. Preschool educational institution managers’ transformational leadership can efficiently predict school principal’s professional development. H. Preschool educational institution managers’ transformational leadership can efficiently predict a school’s quality of child education. I. Preschool educational institution managers’ exercise of transformational leadership skill and efforts of enhancing quality of child education can promote school principal’s personal professional development. On a similar note, the enhancement of a schools’ quality of child education relies on the building of the principal’s transformational leadership. Accordingly to the statements concluded, following recommendations are provided to Taiwanese Child Education Administrative and Supervision Institution and Preschool Educational Institution as the references for kindergarten principals’ transformational leadership, professional development and enhancement of child education quality: A. Kindergarten principal should apply transformational leadership to enhance one’s professional growth. B. Persistent educational pursuits to build up kindergarten principals’ leadership skills. C. Perpetual lifetime plan and establish sound interpersonal relationship. D. Establish professional organization to promote oneself and acquire external recognition. E. preschool educational institution should highly value the quality of child education. F. Education and Administrative Institution must intervene when needed. G. Build up and implement a complete integral measure to ensure quality of child education. H. Establish rapid, accurate and objective quality and it compliment return mechanism. I. Expand the territory of child education studies. J. child education resources should be equality allocated among municipal or township kindergarten and public or private childcare centers. According to course of the study, result proposes following recommendations to future study pursuits: A. Strengthen methods of qualitative research. B. Modify measurement scale of the study. C. Conduct long-term longitudinal study.