隨著台灣少子化的衝擊和托育公共化政策推動下，使得幼教經營競爭越趨激烈。政府的公立幼兒園，雖然收費低廉，因為受政府諸多法規與行政制度的制約，常發生經營效率不佳；整體的品質不如私立幼兒園。為了不與民爭利及幼教發展的多元化，於是有了公辦民營幼兒園的政策推動。而有少數一、二家營運不佳而關門大吉，為了使公辦民營幼兒園的政策能更成功推廣下去。本研究想探討造成公辦民營幼兒園經營效率良窳的影響因子，而「家長滿意度」就是幼兒園品質一項重要觀察指標。根據文獻探討得知「資源基礎」和「品牌權益」是影響「家長滿意度」的主要因素，故本研究主要在探討公辦民營幼兒園將投入何種策略性「資源基礎」對「品牌權益」及「家長滿意度」具有影響力，同時也了解「品牌權益」是否具有中介效果? 本研究採用文獻分析法和問卷調查法進行研究。文獻分析法方面分別探討「資源基礎」實施情形、「品牌權益」與「家長滿意度」三者中，兩兩之間的關係。也進一步探討在公辦民營幼兒園中，「資源基礎」實施情形與「品牌權益」是如何影響「家長滿意度」。而在問卷調查法方面，以「公辦民營幼兒園實施資源基礎、品牌權益與家長滿意度調查問卷」為研究工具，並以大台北地區19家之公辦民營幼兒園之2492為幼兒家長為研究對象，採用便利抽樣方式進行問卷調查，共發放1,833份，剔除無效問卷後，回收有效問卷回收數為1,136份，有效問卷回收率為61.97%。 本研究採用結構方程模式分析方法軟體分別驗證「資源基礎」、「品牌權益」與「家長滿意度」之內涵外，也進一步探討「資源基礎」、「品牌權益」與「家長滿意度」之間的關係。本採用SPSS 18.0軟體探討「資源基礎」、「品牌權益」與「家長滿意度」之實施現況及不同背景變項是否對於「資源基礎」、「品牌權益」與「家長滿意度」有預測效果。 本研究獲致下列結論： 一、公辦民營幼兒園對於「資源基礎」、「品牌權益」及「家長滿意度」備受幼兒家長肯定 二、公辦民營幼兒園的「資源基礎」分別對於「品牌權益」與「家長滿意度」及「品牌權益」對於「家長滿意度」均具有顯著的預測效果 （一）「資源基礎」對「品牌權益」具有顯著正向的直接效果(γ1=0.92) ，此顯示公辦民營幼兒園落實「資源基礎」將有助於大量提升其「品牌權益」。 （二）「品牌權益」對「家長滿意度」具有顯著正向的直接效果(β1=0.70) ，此顯示公辦民營幼兒園提高「品牌權益」將有助於大幅改善其「家長滿意度」。 （三）「資源基礎」對「家長滿意度」具有顯著正向但小量的直接效果(γ2＝0.25)，此顯示加強實施「資源基礎」對於提升「家長滿意度」的直接效果較小。 三、「資源基礎」可透過「品牌權益」對「家長滿意度」具有顯著且大量的中介效果0.64(即0.92*.70=0.64，p<0.001)；原本「資源基礎」對「家長滿意度」的直接效果只有0.25，而「資源基礎」對於「家長滿意」之總效果為0.89 (即0.25+0.64=0.89，p<0.001)。 四、背景變項對「資源基礎」、「品牌權益」及「家長滿意度」之效果方面 （一）對於「資源基礎」之構面具有顯著效果之背景變項，計有幼兒家長的年齡、教育程度、目前養育的子女數、家庭平均月收入及幼兒園立案年數等5個變項。 （二）對於「品牌權益」之構面具有顯著效果之背景變項，計有幼兒家長的年齡、教育程度、目前養育的子女數及幼兒園立案年數等4個變項。 （三）對於「家長滿意度」之構面具有顯著效果之背景變項，計有幼兒家長的性別、年齡、教育程度及幼兒園立案年數等4個變項。 / With the impacts of low-birth rate and the impetus of the public policy of how to make private childcare public, causing the competition of the preshool management become keener and keener. Although the fees of public kindergarden are low, the efficiency of their managements are also low because of the restriction on legislations and the administrative system of the government. Their qualities are also not as the private kindergartens. In order not to compete with the public kindergarden and the diversification of the early childhood education, hence there are the impetus of the private management of public kindergartens. In the cause of successfully spread the private management of public kindergartens, there are also a few closing down. 　　This study is to explore the cause of the private management of public kindergartens efficiency good or bad of the influence factor, and the parental satisfaction is an important observation index of the kindergarten quality. 　　According to the literature review, “Resource base” and “Brand equity” is the main factor impact of “Parental satisfaction” . Therefore, this research is to explore the influence of how the kindergarten of private management of public kindergarten put into the strategies of “Resource base” to “Brand equity” and “Parental satisfaction”. And also to understand whether “Brand equity” has the intermediate factor or not? 　　The present study adopted two approaches, including “literature review” and “questionnaire survey”. The study designed the “questionnaire of the Resource base , Brand equity and Parental satisfaction as the instrument. 2,492 Child’s parents in the 19 private management of public kindergartens in Big Taipei area were the population. The study distributed by convenient sampling, and got 1,136 valid samples after gathering and deliting some invalid questionnaires from 1,833 samples. The rate of valid samples is 61.97％. 　　The study not only took structural equation modeling(SEM) to confirm the contents of the “Resource base”, “Brand equity” and “Parental satisfaction”, but also discuss the relationships of the “Resource base”, “Brand equity” and “Parental satisfaction”. Moreover, the present study used the software of SPSS 18.0 to understand the current of the “Resource base”, “Brand equity” and “Parental satisfaction” in the private management of public kindergartens and confirm the contents of the variables of the subjects. 　　There were some major conclusions made as follows: 1.“Resource base”, “Brand equity” and "Parental satisfaction' in the private management of public kindergartens are highly accepted by the child’s parents. 2.“Resource base” for the “Brand equity” and “Parental satisfaction” and “Brand equity”in the private for the Parental satisfaction" are significantly predictive. (1)“Resource base” has the significant and positive direct effect (γ1=0.92) on “Brand equity”. That is ; the higher degree of the “Resource base” implementations significant is , the higher “Brand equity” is. (2)“Brand equity” has the significant and positive direct effect (γ1=0.70) on "Parental satisfaction ". That is , the higher the implement degree of “Brand equity” is , the higher practice degree of "Parental satisfaction ". (3)“Resource base” has the significant and positive direct effect (γ1=0.25) on “Parental satisfaction”. That is ; strengthening “Resource base” implementation for enhancing “Parental satisfaction” is small effect . 3.Although “Resource base” has positive direct effect (γ1=0.25) on “Parental satisfaction”, strengthening “Resource base” implementation for enhancing "Parental satisfaction" is little effect. “Resource base” has an indirect effect on "Parental satisfaction " through “Brand equity” (the indirect effect size is 0.64) and the total effect is 0.89. In other words , when the “Resource base” is higher, "Parental satisfaction " will be indirectly enhanced by the “Brand equity”. To sum up, “Brand equity” is much of mediating effect between “Resource base” and “Parental satisfaction”. 4.The effects of the context variables on the “Resource base”, “Brand equity” and "Parental satisfaction " are made as follows: (1)5 context variables have significant effects on the “Resource base”. These variables involve age, education, the number of children, and the average household monthly income of child’s parents and the year of registered kindergarten . (2)4 context variables have significant effects on the “Brand equity”. These variables involve age, education, and the number of children of child’s parents and the year of registered kindergarten. (3)4 context variables have significant effects on the "Parental satisfaction ". These variables involve sex. age, and education child’s parents and the year of registered kindergarten.

本研究旨在探討幼兒家長對幼兒的學習期望與如何確認期望達成之歷程。因過去的相關文獻以量化調查研究為主，缺乏質性觀點；又過去多以消費者行為模式探討選擇幼兒園的決策行為，但不能深入了解家長選擇這些因素背後的想法。因此本研究以質性訪談的方式，探究家長對幼兒的教育期望、對幼兒園的課程期望與這些期望如何被達成或期望是否改變的歷程，試圖建構家長在選擇幼兒園與對幼兒期望之間的關係。 研究設計上，先就過去文獻之研究進行整理與分析，提出尚未被探究及可深入探究的議題，蒐集相關資料而擬定訪談大綱，針對台北市公私立幼兒園大班家長進行深入訪談，公私立幼兒園各兩所共計十四位家長。 本研究結論可歸納為下列五點： 一、教育期望:公私立家長對幼兒學習的教育期望主要皆為生活自理、人際互動、品格個性與認知學習等等；而在認知學習上公私立幼兒園家長看法不同。 二、課程期望:公私立家長對幼兒學習的課程期望都會先要求教學方式，再要求與教育期望相關的課程內容，其中，私立家長進而要求認知方面的課程；此外，公私立家長都會期望園所在音樂或工作等美感領域課程上進行多元化或才藝教學。 三、期望確認:公私立家長都會將選擇幼兒園前的期望與選擇後的經驗做確認，確認方式以觀察幼兒在學校或家庭中的行為表現為主，而參與園所活動也是家長了解課程的一種方式。四、滿意度:樣本家長對幼兒園滿意度高，滿意的項目集中在課程與師資上；而期望確認及其歸因推論影響滿意度。五、期望改變:公立幼兒園家長對幼兒的課程期望會因園所特色而改變，並隨著上小學的時間拉進，公私立家長皆會增加與銜接小學相關的新期望。 根據研究結論，本研究對幼兒園提出以下建議，做為增進幼兒園品質參考： 一、幼兒園需要了解家長的期望，跟著家長一起做確認，幫助教師與園所看見家長觀點進而反思與成長。二、建立園所教學特色並努力發展，成為有深度的課程。 三、教師應幫助家長用更多的方式來確認學習，以客觀的資料去補充主觀的觀察結果。四、教師應讓家長看見教學的多元化，用不同的方式讓家長了解音樂或美術等方面的課程是包含在原本的課程規劃中；教師也應加強美感領域課程的專業能力。 / The purpose of this study is to inquire parent's perspective of early children’s learning expectation and outcomes confirmation. There are many quantitative studies about this process, while few are conducted qualitatively. In the past few years, most research focus on how to make a decision to choose kindergartens by consumer’s decision behavior. But we can’t understand what the real reasons of the parents’ decision. This study explores the parents’ educational expectations on early children in a qualitative way, including curriculum expectations and how these expectations will be achieved or changed, attempt to construct the relationship between the choice of kindergartens and child learning expectations. In this research, we review prior studies and purpose issues that has not yet been explored and can be in-depth inquired, gathering relevant information and arranging the interview outline for the Taipei public and private kindergarten parents, a total of fourteen parents in two public and two private kindergartens. The conclusions of this study can be summarized as the following five points: First, educational expectations: public and private kindergarten parents have different views on the cognitive learning. Second, the curriculum expectations: In addition to the curriculum related to educational expectations, parents would expect the music or arts-type learning, they hope kindergarten provide the field of diversified curriculum or skills and talent teaching. Third, expectation confirmation: parents really do expect confirmation, confirm the performance of the main way to observe the behavior of children in school or at home, and participate in kindergarten activities also the way of parents to confirm the curriculum. Forth, satisfaction: parents kindergarten satisfaction is high, satisfactory project focused on curriculum and teacher; expect recognition and attributed inference affect satisfaction. Fifth, the expectations change: the curriculum expectations of public kindergarten parents will change with kindergarten’s features, and parents would increase the new expectations related to the convergence Primary.