高品質的幼兒園對幼兒發展具有重大影響，且幼兒園品質的意義隨著時代思潮的演進，其所指涉的範圍愈來愈寬廣，並有由內部導向的幼教歷程，擴展至外部導向的全面品質之趨勢。因此，幼兒園品質衡量之探討，便成為一個理論和實務兼具的重要課題。 本研究發展幼稚園品質問卷，為台北市347所幼稚園的園長與教師進行問卷調查，並利用SPSS13.0套裝軟體進行統計分析，旨在探究幼兒園品質信念與幼兒園品質之構面、園長與教師幼兒園品質信念與幼兒園品質之關係，及其相關因素之影響，並比較園長與教師在內、外部導向幼兒園品質信念差異情形。 本研究之結論如下： 一、本研究發展出幼稚園品質問卷，包含幼兒園品質信念與幼兒園品質兩量表。 二、台北市幼稚園幼兒園品質信念與幼兒園品質之現況佳。 三、教師與園長在幼兒園品質信念的差異，係受到個人特徵的「教育程度和幼教服務年資」之交互影響。 四、「幼稚園屬性」是形成教師的幼兒園品質信念差異之主要的幼兒園特徵；而「生師比」是形成園長的幼兒園品質信念差異之主要的幼兒園特徵。 五、教師、園長的幼兒園品質信念與幼兒園品質之相關均不高。 六、教師與園長在內、外部導向幼兒園品質信念之差異，僅表現在外部導向幼兒園品質信念之差異上。 七、教師與園長的內、外部導向幼兒園品質信念之一致性，與幼兒園品質無關。 八、幼兒園品質的差異，係受到「幼稚園屬性與幼稚園規模」之交互影響，以及「幼稚園規模與生師比」之交互影響。 最後研究者根據結論，就幼兒園品質之實務面與後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Research has shown that high ECE program quality has great effect on children’s developmental outcomes, and the concept of ECE program quality evolving over time has extended its contents from internal-oriented to external-oriented. As a result, defining and measuring ECE program quality has become an important issue, both in theory and practice. The purpose of this study is fourfold: (a) to identify the dimensions of both ECE program quality belief and ECE program quality, (b) to examine the relations between directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs, (c) to ascertain the influence of related factors, and (d) to compare the difference between directors and teachers’ ECE program quality belief, both in internal-oriented and external-oriented ECE program quality belief. For achieving this purpose, this study developed the ECE program quality questionnaire to conduct mailed surveys in a sample of 347 kindergartens in Taipei city, and the data was analyzed with SPSS 13.0 to find possible significances. The conclusions are as follows: 1.This study developed the ECE program quality questionnaire which included both ECE program quality belief and ECE program quality scale. 2.This study revealed that both ECE program quality belief and ECE program quality in Taipei kindergarten programs were good. 3.This study showed that when it came to staff characteristics, the interaction of education level and staffing experience had effects on the difference in both directors’ and teachers’ ECE program quality beliefs. 4.This study indicated that the program attribute was the main program characteristics in the difference between teachers’ ECE program quality beliefs; but to directors, the child: teacher ratio mattered in the difference between directors’ ECE program quality beliefs. 5.This study demonstrated modest relations between both directors’ and teachers’ ECE program quality belief and ECE program quality in their own kindergarten programs. 6.This study showed that teachers and directors had differences in external-oriented ECE program quality beliefs, but not in internal-oriented beliefs. 7.This study showed that the consistency of both directors’ and teachers’ internal and external-oriented ECE program quality belief had no relations with ECE program quality. 8.This study showed that both the interaction of program size and program attribute, and the interaction of program size and child: teacher ratio had effects on the differences in ECE program quality. Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up ECE program quality research.

本研究採用分層隨意抽樣的量化問卷調查方法，以台北市立案之私立幼兒園之園長為對象，以三成作抽樣比例，先以電話聯絡園所，經園所同意後，再採郵寄問卷方式，輔以電話催收，共選取173所私立幼兒園。研究工具包括下列四部份：1.幼兒園組織特性調查表；2.研究者（2011）編製之市場導向量表；3.研究者（2011）編製之核心競爭能力量表及4.徐聯恩、劉蓁（2006）發展之幼兒園品質量表。 研究結論有五: 1. 台北市私立幼兒園園長覺知之市場導向、核心競爭能力均在中高程度，其覺知之幼兒園品質亦多屬於中高程度。 2. 台北市私立幼兒園園長覺知之市場導向、核心競爭能力與幼兒園品質不會因幼兒園園長專業背景及幼兒園經營型態等組織特性而呈現差異存在，但會因其餘組織特性（園長年齡、園長教育程度、園長幼教服務總年資、任職本園年資、任職本園園長年資、幼兒園成立歷史、幼兒園規模、幼兒園生師比）之不同而存在差異。 3. 台北市私立幼兒園之市場導向、核心競爭能力與幼兒園品質之間具有顯著正相關。 4. 台北市私立幼兒園之市場導向及核心競爭能力可以預測幼兒園品質。 5. 台北市私立幼兒園之市場導向可藉由核心競爭能力的完全中介作用，間接正向影響幼兒園品質。 / This study adopts questionnaire survey method. A total of 173 usable questionnaires were collected from 173 administrators of private preschools in Taipei City. The measurement tools are fourfold: 1. preschool organization characteristics; 2. Chung (2011) market orientation scale; 3. Chung (2011) core competition scale and 4. Hsu and Liu (2006) preschool quality scale. The main conclusions of this study are fivefold: 1. Administrators of private preschools in Taipei City have high perception towards market orientation, core competition and quality of preschool. 2. Within Taipei City private preschools there are no significant differences, neither due to the administrator’s professional background nor the type of preschool. There are however, significant differences due to other organizational characteristics such as the administrator’s age, their level of education and administrative experience, the perpetuation and size of the school, and the student to teacher ratio. 3. Significant positive correlation existed among market orientation, core competition and quality of private preschool in Taipei City. 4. Market orientation and core competition can predict quality of private preschool in Taipei City. 5. Core competition did have the significant mediated effects of market orientation on quality of preschool.

本研究旨在探討運用幼兒學習環境評量表-修訂版(ECERS-R)及幼兒園品質改善計畫(Program quality improvement plan)是否可作為一有效工具幫助幼兒園及幼兒教師提升幼兒園品質，並分析幼兒園的品質現況及提升幼兒園品質的歷程，最後綜合研究結果，提出研究結論。 本研究為「準實驗設計」，由研究者親自使用ECERS-R入園觀察與評分，並編製幼兒園品質改善計畫(Program quality improvement plan)作為幼兒園提升品質的執行藍圖。本研究以台北市及新北市共十所私立幼兒園作為研究對象，並將研究對象分為實驗組與對照組，實驗組則在前後與後測之間安排研究介入，用以驗證ECERS-R是否可作為一有效工具幫助幼兒園及幼兒教師提升幼兒園品質，幼兒園品質分數以統計軟體SPSS17.0for Windows進行處理，採用描述性統計及訪談整理等方法進行分析。 本研究之結論如下: 一、實驗組的幼兒園品質提升幅度大於對照組 二、透過ECERS-R及幼兒園品質改善計畫的介入，有效協助園所提升幼兒園品質 三、教師最常採取提升幼兒園品質的方法為提供多樣化的素材及安全衛生的環境 四、受限於空間、課程及其它因素影響，導致園所短期內無法擬定部分題項之改 善計畫 最後，研究者根據結論，對幼兒園實務面及未來研究提出具提建議，以期對未來幼教發展有所貢獻。 關鍵字: ECERS-R、幼兒園品質、提升幼兒園品質 / The purpose of this study are to explore the Early Childhood Environment Rating Scales-Revised (ECERS-R) and “Program quality improvement plan” could be an effective tool to help kindergartens and ECE teachers improve Kindergarten Quality ,and to analyze the status of quality and the process of quality improvement. Last, summarize the result of the study. The major method of this study is Quasi-experimental design , researcher used the ECERS-R to Observe and rating, also develops “Program quality improvement plan” as an blue point for kindergarten to improve quality . The subjects are ten kindergartens in Taipei City and New Taipei City and subjects were divided into experimental and control groups, experimental groups using pretest - intervention – posttest mode to demonstrate if ECERS-R could be an effective tool to help kindergartens and ECE teachers improve Kindergarten Quality. The scores of ECERS-R were analyzed by the statistical software SPSS17.0 for Windows using descriptive statistics, interview draft analysis. According to the case, the conclusions are as follows: 1. Enhance the quality of the experimental group was larger than the control group. 2. Kindergarten through the ECERS-R and“Program quality improvement plan”, to effectively assist kindergartens improve the quality of centers. 3. ECE teachers to improve the quality of the most common method to provide a variety of materials and environmental health and safety. 4. Limited space, curriculum, and other factors, led to the short term can not develop improvement plans. Finally, based on the conclusions of study, the researcher proposes some suggestions for practice in kindergarten and future research , hoping to contribute to the development of future early childhood education. Key words: ECERS-R, kindergarten quality, improve the quality of kindergartens

本研究旨在探討幼兒園家長與教師對幼兒園服務品質觀點之差異。本研究主要採Goodnack（2000）以焦點訪談所得的19個學校服務品質項目，來發展幼兒園服務品質的項目，並且根據Lovelock和Wirtz（2005）提出的「消費者整體服務」的觀念，再將所發展的幼兒園服務品質項目歸納到核心服務和附屬服務。 本研究除了比較家長與教師對幼兒園服務品質構面，在重要度認知上是否有差異，也探討教師與家長對幼兒園服務品質的滿意度是否有差異；接著探究教師的幼兒園服務品質滿意度是否與教師的工作滿意度有相關？再來又探討教師工作滿意度與幼兒園招生績效是否有相關？最後探討家長的幼兒園服務品質滿意度與幼兒園招生績效是否有相關？ 本研究採用文獻分析、問卷調查與訪談等研究方法。問卷調查以台北市「大同區、松山區、萬華區、文山區」等四區之所有公私立幼兒園為對象，每園抽取3位教師與3位家長，共計有公私立幼兒園106園，教師與家長各有318人進行問卷調查，最後回收381份，其中有效問卷教師168份、家長130份，問卷回收率達59.9%。所得資料以獨立樣本t考驗、成對樣本t考驗、皮爾森積差相關等方法進行研究分析。 本研究獲得以下結論： 一、家長和教師對幼兒園服務品質構面，在重要度的看法上有顯著差異；家長比教師更為重視附屬服務。 二、教師的幼兒園服務品質滿意度與教師工作滿意度有顯著正相關。 三、教師工作滿意度與幼兒園招生績效無顯著差異。 四、家長的幼兒園服務品質滿意度與幼兒園招生績效無顯著差異。 五、教師與家長的幼兒園服務品質滿意度有顯著差異。 依據研究所得結論，本研究對幼兒園提出以下建議，以做為幼兒園增進其服務品質的參考：一、瞭解家長和教師所重視的幼兒園服務品質構面，園方應設法改善較不滿意之項目。二、培養幼教專業人員擁有服務品質的知能與態度，家長與幼兒都是幼兒園服務的主要對象。三、落實幼兒園自我評鑑，強化幼兒園自我改進能力。四、定期進行家長對於幼兒園服務品質之期待與滿意度現況調查，藉以幫助行政者來改善他們提供的服務品質。五、形塑幼兒園的服務品質管理文化，提升品質融入生活之中。 以下為對未來研究的建議： 一、深入探討幼兒園服務品質滿意度與幼兒園招生績效之影響因素。 二、研究分析方法可使用路徑分析（SEM）等，藉此深入分析因果。 三、進行幼兒園服務品質之質性研究。 【關鍵字】幼兒園、幼稚園、服務品質、教師、家長 / The purpose of this study is to compare the difference in perspective on service quality in kindergarten between parents and teachers. This study adopt 19 school service quality dimensions that were developed by Goodnack（2000）.According to these 19 school service quality dimensions, the study develop kindergarten service quality dimensions. Further more, this study base on the concept of consumer whole service which were brought up by Lovelock and Wirtz（2005）.Finally, I put kindergarten service quality dimensions into core service and additional service. This study adopts research methodologies of literature review, questionnaire survey, and interview. The survey subjects include both public and private kindergarten’s teachers and parents from 4 administrative regions of Taipei City in Taiwan .Namely, 106 kindergartens , from which 318 teachers and 318 parents are sampled. The retrieved probability is 59.9%. The research data acquired is analyzed by SPSS/15.0 Chinese version based on research purpose and question, and quantified data is explored through descriptive analysis, t-test and Pearson cross-product correlation. According to the analysis and discussion of the study results, the conclusion are as follows: 1. There is a noticeable difference between parents’ and teachers’ perspective on service quality dimension in kindergarten. Parents emphasize additional service more than teachers. 2. Teachers’ service quality satisfaction and job satisfaction have a positive correlation. 3. There is no noticeable difference between teachers’ job satisfaction and kindergarten enrolled achievement. 4. There is no noticeable difference between parents’ service quality satisfaction and kindergarten enrolled achievement. 5. Parents’ and teachers’ service quality satisfaction in kindergarten have noticeable difference. Based on the above conclusions, the suggestions are provided for administrators and teachers of kindergarten as references to help improve the service quality and school effectiveness.

Early childhood care and education is one of most fundamental elements on children journey. Although it looks irrelevant, children need it as a passage to use to begin developing their brains educationally as well life skills in generally. Swaziland has been neglecting early childhood care and education for a in the past, however, the situation has changed and now the Swazi government is getting involved through developing policies that support Early Childhood Care and Education. Tomorrow People Academy seeks to provide pre-school education in Swaziland with multiple enrollment programs, to cater for the different kinds of educational needs for the Swazi market. The business plan will present factors on how the Swazi government has moved from not supporting Early Childhood Care and Education to setting up and implementing structures that supports it. The business plan will then present paramount factors that are needed for the success in such an industry.

本研究旨在探討幼兒園品質與幼兒課程經驗之關係。在幼兒園品質衡量的部分採用兩份量表「幼兒學習環境評量表修訂版中文本」(ECERS-R)、「幼兒園品質量表」，在課程經驗的部分使用自編之「幼兒課程經驗觀察表」進行結構式觀察，觀察對象為台北縣市六間幼托園所中各一班大班班級，每班各六位幼兒，共36位。幼兒園品質之觀察時間為每間園所一到兩次，每次兩小時，共12次，並於觀察結束後與園所進行訪談，而幼兒課程經驗之觀察時間為上午九點到下午四點，每次觀察同一個班級中的兩位幼兒，共18天。 本研究結論如下: 壹、幼兒園品質層面：一、幼兒園品質以中等居多；二、ECERS-R與幼兒園品質量表各有優缺點，可互相輔助使用。 貳、幼兒課程經驗層面：一、活動內容，「生活層面」占幼兒一天中大部分時間。「學習層面」中顯示活動種類繁多，且活動進行時間短；占最高比例之學習活動為英語，另外有發現幼小銜接課程提早從中班開始，課程內容以國字讀寫與注音為主；在下午時間仍有安排教師主導之團體學科活動，與公幼下午課程安排的情形不同；二、活動主導者，各層面皆以教師為活動主導者，其中自然科學的部份是由幼兒為主導，推測與教師自然科學之專業知能有關；三、共同參與者，「學習層面」與「生活層面」較常以團體方式進行；「轉銜時間」之共同參與者為同儕占最高比例，與公幼中參與者為教師與同儕的研究結果不同。 參、幼兒園品質與幼兒課程經驗層面: 不同品質園所之幼兒課程經驗有差異，須深入觀察分析才能發現。 一、活動內容:高低品質園所間，在各活動層面之時間分配比例相差不大，但仔細比較活動項目發現，「學習層面」中高品質園所中較多非結構、幼兒自由選擇的課程活動，而低品質園所中則較多結構性由教師主導的活動。「生活層面」中低品質園所較高品質園所花更多時間在整理方面。「轉銜活動」低品質園所中等待時間為高品質園所的兩倍。 二、活動主導者:不論品質高低，「學習層面」與「生活層面」皆以教師為活動主導者，但仔細比較活動項目發現，「學習層面」中的美術活動，在高品質園所中是由幼兒為活動主導者，而在低品質園所中則是由教師為活動主導者。「轉銜活動」在高品質園所中，以教師、幼兒為活動主導者，而在低品質園所中轉銜活動皆以教師為活動主導者。 三、共同參與者:不論品質高低，「學習層面」與「生活層面」以同儕與教師為共同參與者，但仔細比較活動項目發現，「學習層面」高品質園所有較多同儕共同參與的活動，低品質園所則較多獨自進行的活動；「生活層面」與「轉銜活動」也發現高品質園所中有許多同儕互動的機會，而低品質園所中則較常獨自進行各種活動。 最後，研究者根據結論，對幼兒園園所與教師之實務面與後續研究提出具體建議，以期對未來幼教發展有所助益。 / The purpose of this study is to explore the relationship between program quality and children’s experienced curriculum in kindergartens. This research uses “Chinese version of Early Childhood Environment Rating Scale-Revised Edition “(ECERS-R) and “Early Education Program Quality Evaluation Scale (EEPES)” to evaluate the quality of the program in kindergartens. The research also uses “Children’s experienced curriculum record” to do the structural observation on children’s experienced curriculum. The objects of observation are thirty-six of five years old kindergarteners who were chose from six kindergartens located in Taipei city and Taipei County. Researcher observed each program once or twice, every section is two hours, and interviewed teachers after the observations. Total is twelve sections. The time to observed children’s experienced curriculum is from nine o’clock in the morning to four o’clock in the afternoon, and observed two children in the same class each time. Total is eighteen days. The conclusion is as following： 1. In aspect of program quality: (A) the program quality of the evaluated six samples(kindergartens) is medium, (B) EEPES is more discriminative than ECERS, while ECERS offers a more detailed description of program quality, especially at process quality. It is concluded that they are complementary in evaluating and improving program quality. 2. In aspect of children’s experienced curriculum :(A)curriculum，daily routine occupies most of children’s time during a day. There are many kinds of Learning activities but the period of the activities is short. The most of the Learning activities is English. In addition, the study found that the content of school readiness is read and write, and it’s not appropriate to begin from preschool. The curriculum in the afternoon of the six samples(kindergartens) is different from the public centers’. The learning activities at afternoon of the six samples(kindergartens) are led by the teachers. (B)The main leader of daily routine ,Learning activity and transition time are the teachers.(C)The co-participants of Learning activity and daily routine are also teachers and peers. But the co-participants of transition time is peers. That is different from the public centers’(teachers and peers). 3. In aspect of both program quality and children’s experienced curriculum：We can find out there is difference in children’s experienced curriculum between kindergartens with different program quality if we observe carefully. (A) Curriculum：The time distributed for each activity domain is almost the same in kindergartens with different program quality. Learning activity：High-quality kindergartens have more non-structure activities and activities of children’s free choice. Low-quality kindergartens have more structure and teacher-directed activities. Daily routine：Low-quality kindergartens spend more time in arrange than high-quality kindergartens. Transition time：The empty duration is twice as much low-quality kindergartens as high-quality kindergartens. (B) The leader of activity：Despite of the quality, both learning activity and daily routine are teacher-directed activities. But we can see the difference by advanced observation. Learning activity：The leader of artistic activity in high-quality kindergartens is child, but the leader is teacher in low-quality kindergartens. Transition time：Both teachers and children are the leaders in high-quality kindergartens, but teachers are the leaders in low-quality kindergartens. (C) The co-participants：Despite of the quality, the co-participants are peers and teachers in learning activity and daily routine. But we can see the difference by advanced observation. They have more opportunity to interactive with peers and teachers in high-quality kindergartens than low-quality kindergartens. Finally, based on the results, this study proposes some suggestions for kindergartens, administrations, teachers and researchers.

本論文主要探究十九世紀德國著名教育家 Friedrich Wilhelm August Froebel (1782-1852) 教育思想中遊戲觀與其對現代遊戲教育與設計美學的影響。在 Froebel 的教育觀中，遊戲是啟發孩童學習與發展的核心，他主張遊戲不僅是生理表面上的一種必然現象，也是彙整經驗的自然法則與發展腦力的機會。對 Froebel 而言，遊戲更是人作為一個被創造的存在與展現創造力的核心本質。為發展與鼓勵孩童的自我活動，他創設幼兒園（Kindergarten），並遵循自然法則設計一系列遊戲恩物，將遊戲與教育結合，提供教養者引導孩童時的參考與方法。Froebel 強調家庭與女性的重要性，尤其是母親的角色；認為孩童是人類的胚芽，宜細心呵護培養。他從整體的觀點，也就是「統一體」（unity）的概念來看待孩童，認為孩童的生命與表現是一種完整的存在與象徵。人存在的使命與生命的最終目的，即是認識自己與萬物，認識萬物之間、萬物與自己的關係，以及不斷以創造性的形式彰顯人之內在神性。他將藝術作品與上帝在大自然的作品相比擬，認為人以創作藝術作品活現其精神，如同上帝創造自然一樣，相信藝術即是人內在生命的表現。此藝術與精神關聯的思想，不僅影響十九世紀後期世界各國的幼兒教育，也影響了二十世紀以來的設計教育與建築美學。 / This thesis is to study the theory of play by the 19th century famous German educator Friedrich Wilhelm August Froebel (1782-1852) and its influence in the modern education and art. In his theory, play is the engine that drives child’s learning and is the cornerstone of development. Froebel considered play not only the physiological nature, but also the natural law of gathering experiences and the opportunity of developing brain power. Play is even the core essence of man as a created being and nurturing creativities. He established Kindergarten to encourage children’s self-activity, designed a series of Play Gifts to provide educators means of educating as play. In his pedagogy, family and female, especially mother, caring and nurturing human offspring, are very important in education of man. Overall, he considered children’s life and appearance are signs of unity and existence. To understand self and things and the relationships between them, and to recreate continuously man’s inner self are the goals of man’s life. He considered man’s arts and God’s creations are equally representing each spirit, and believed arts are from man’s inner self just as nature is created by God. His view of connecting arts and inner self affected not only the early childhood education all over the world in late 19th century, but also the design education and the art of architecture from the 20th century onward.

以前如果你討厭你的工作，可能只有辭職或忍耐這兩種選擇，但是最近學者開始鼓吹第三條路：從事「工作塑造」，想辦法給你討厭的工作一個新樣子，讓你覺得工作其實也可以是一件很有意思的事情。 本研究的目的在於：(一)歸納幼兒園園長與教師工作塑造之樣貌；(二)探討幼兒園園長與教師工作塑造之歷程；(三)比較幼兒園園長與教師工作塑造之異同。本研究主要採取質性研究方法，從臺北市、新北市91~95年幼兒園教育評鑑績優名單中，立意取樣選取公、私立各25位園長和教師進行個別訪談，所有訪談錄音在轉換成逐字稿後，再以MAXQDA質性分析軟體進行資料的編碼分類。 本研究獲致之結論歸納如下： 一、幼教工作者的工作內涵多元，因此，其所從事的工作塑造樣貌非常豐富。 二、幼教工作者的工作塑造歷程，可分為：動機、學習歷程、工作疆界改變、挑戰、及調適行動五大部分。 三、幼兒園園長與教師所從事的工作塑造有許多異同處。 (一)相同處：由於園長與教師的背景與工作環境相似，在從事工作塑造的動機、學習歷程、改變的工作疆界、遭遇的挑戰、及採取的調適行動，皆有大範圍的重疊。 (二)相異處： 1.園長─工作疆界改變主要聚焦在全園園務上，然受限僵固的園所文化、害怕干擾他人，而減少從事工作塑造的頻率，故採取調適行動幫助自己創造更多的工作塑造機會。 2.教師─工作疆界改變主要聚焦在班級課程與教學上，然受限缺乏權力，而減少從事工作塑造的頻率，故採取調適行動幫助自己尋找更多支援以獲得工作塑造機會。 / Once upon a time, if you hated your job, maybe you only can choose to quit or to endure it. Recently, a group of researchers is trumpeting a third option：Doing “Job Crafting“ to make a new shape for your disagreeable job. Then, you will think that work is very interesting. This research aims to：(a) sum up the forms of Job Crafting at preschools；(b) probe into the course of Job Crafting at preschools；(c) compare the similarities and differences between principal and teacher at preschools. This study adopts qualitative research way in the main. We are in the light of “The list of outstanding performance educational evaluation in Taipei City and New Taipei City at 91 - 95” and using the purposeful sampling method to select each 25 of principal and teacher in public and private preschools to have an individual interview. And all the sound recordings are converting to verbatim recordings. Than we put data into the MAXQDA for coding and classification. Results show as follows: I. Due to principal and teacher at preschools has multiple contents of work, the forms of Job Crafting they engaged are rich. II. Principal and teacher at preschools have the same course of Job Crafting, including:motivation, learning, change of working boundary, challenge, and adaptive move. III. There are a lot of similarities and differences between principal and teacher at preschools, when they are engaged in the Job Crafting. A. The similarities：Due to principal and teacher at preschools has the same background and working environment, they have a lot of similarities on motivation, learning method, change of working boundaries, challenge, and adaptive move for Job Crafting. B. The differences： 1. Principals ─ The change of working boundaries is focused on affairs about program. They limited by the rigid culture of program and not encroaching on others. They take adaptive moves to create more opportunities of Job Crafting. 2. Teachers ─ The change of working boundaries is focused on affairs about curriculum and teaching. They limited by lacking formal power. They take adaptive moves to find support to get more opportunities of Job Crafting.

教育改革近年來在世界各國蔚為風潮，而藉由市場的力量促進學校間彼此競爭是其中一項重要的理念，但促使教育市場化的結果，衍生出許多的爭議和問題。本研究以學校競爭、幼兒園品質、組織創新為主要變項，希望透過本研究來釐清三個變項間之關係，並瞭解學校競爭影響幼兒園品質、組織創新之情形。 本研究以台北市文山區和萬華區兩區立案之公私立幼兒園為實徵研究之對象，有效樣本共81份。並以描述統計、獨立樣本t考驗、單因子變異數分析及相關分析等方法來分析並驗證本研究所提出之各項假設。 本研究之主要發現如下： 一、本研究釐清學校競爭之概念內涵，並與幼兒園品質、組織創新作相關連結。 二、文山區和萬華區之幼兒園競爭程度分佈不均。 三、文山區之幼兒園競爭程度較萬華區高。 四、文山區和萬華區之幼兒園園長認為自身園所幼兒園品質之現況佳。 五、文山區和萬華區之幼兒園園長認為自身園所知識活動品質之現況尚待加強。 六、文山區和萬華區之幼兒園園長認為自身園所採用組織創新之現況佳。 七、學校競爭與服務品質呈中度正相關。 八、教學創新與行政創新呈中度正相關。 九、公立幼稚園採用行政創新比私立托兒所多。 最後研究者根據研究結論，就實務面和後續研究方向提出具體的建議，以期對未來幼教的發展有所助益。 / Educational reform has been a trend in western countries. School competition is one of the concept in market-oriented reforms. Yet, evidence on the actual benefits of market-oriented reforms is at best mixed. The purpose of the article is to integrative school competition and the relationship between ECE program quality and organizational innovation in kindergarten. A questionnaires survey are adopted for the study and were distributed to 153 kindergartens in Wenshan district and Wanhua district of Taipei City. The number of valid return rate was 54.2%. The data were analyzed with descriptive statistics, Person correlation, t-test, and ANOVA. The results were as follow: 1. This study investigated the concept of school competition, and linked up school competition with ECE program quality and organizational innovation. 2. This study revealed that the degree of competition between kindergartens was not equal. 3. This study showed that the competition in Wenshan district was higher than in Wanhua district. 4. This study indicated that ECE program quality was good in Wenshan district and Wanhua district. 5. This study showed that knowledge activity quality of kindergarten needed to strengthen in Wenshan and Wanhua district. 6. This study indicated that organizational innovation of kindergarten was good in Wenshan district and Wanhua district. 7. This study demonstrated a positive relationship between school competition and service quality. 8. This study showed a positive relationship between instruction innovation and administration innovation. 9.This study revealed that administration innovations in public school were adopted more than in private school. Overall, findings from this study pointed to several relevant implications for the early childhood education practice and follow-up research.

本研究方向在探究臺北市公立幼兒園班級共同領導相關因素之研究。本研究方法為文獻分析法、問卷調查法及訪談法，問卷調查樣本以臺北市公立幼兒園教師為研究對象，共441人，樣本回收353份，回收率達80.05%；樣本可用332份，可用率75.28%。研究工具採用自編之「臺北市公立幼兒園班級共同領導調查問卷」。本研究統計方法為描述性統計、t考驗、單因子變異數分析、皮爾森積差相關分析、多元逐步迴歸分析等方法進行深入分析探討。最後，依研究結果進行討論與結論建議。研究主要發現如下： 一、班級共同領導與班級共同教學內涵及其現況： 班級共同領導包括形塑目標、實施協作及班級共同教學；依序為實施協作88.3分、形塑目標87.9分、班級共同教學86分，其中以實施協作獲得分最高。 二、不同背景變項在班級共同領導之差異情形： 研究發現在性別、服務年資、園所所在地區有顯著差異，年齡、最高學歷、園所班級數沒有顯著差異。 三、班級共同領導之相關情形： 班級共同領導與班級共同教學間，呈顯著的高度正相關，班級共同教學各分向度中，以共同討論幼兒的事情，與班級共同領導之相關程度最高。 四、班級共同領導的預測情形： 達成班級共同領導四個預測變項，對整體班級共同教學，具有顯著的預測力。 / The main purpose of this research is to study in the classroom co-leadership relevant factors of public kindergarten in Taipei. The research methods used was literature review, questionnaires investigation, and interview. The research instrument was distributed to 441 kindergarten teachers in Taipei City and 332 valid samples were used in this study.The data obtained was interpreted by using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation and Multiple Regression.This study finds reaches the following results： A. In the aspect of classroom co-leadership: 1. The teacher classroom co-leadership include : (1)Shape classes of common goal. (2)Implementation of the collaborative. (3)Classroom co-teaching. The perception of teachers were above average agreement of the three parts. For teachers, the best dimension is “Implementation of the collaborative” 2. Teachers’ sexual, years of service and location of school have significant influences on the teacher’s class co-leadership. But teachers’ age、highest educational degree and class number not have any significant influences. B.In the aspect of relationships among class co-leadership and classroom co-teaching: 1. There was positive correlation and regression existed among class co-leadership behavior and Reach classroom co-leadership. In the last part, the researcher, based on the findings, proposes some suggestions for the education authorities and the kindergarten teachers, and the future researchers, hoping to benefit the development of kindergarten education in the future.