目前幼稚園園長在不同工作職責之下，都須具備資訊素養，然而面對資訊爆炸以及行政電腦化的趨勢之下，只擁有資訊科技操作技能，並不能有效運用資訊，但目前對於園長須具備的資訊素養，並不清楚。因此本研究旨在了解園長在不同工作職責之下，須具備的資訊素養。 研究者從過去文獻摘要出資訊素養的內涵，再以德懷術為主要研究方法。本研究是以來自3種不同領域，分別是幼兒教育、資訊教育、圖書資訊等共二十位專家學者們參與兩回合的電子或紙本問卷。 研究結果顯示，專家學者們對於「幼教行政｣及「教學與保育｣等工作職責所需具有的資訊素養，具有高度共識，而對「教學設施與公共安全｣須具備的資訊素養，則共識較低，且也認為較不需要。 本研究結果可做為園長資訊素養課程設計之用。 / The purpose of this study is to explore the insight and information literacy that kindergarten principals should have to fulfill for their job duties. The research first reviews literature and employs Delphi technique to collect data from a group of experts. The outlines of information literacy was developed which was based on the prior research both in Taiwan and other countries. The research had twenty specialists composing of three fields, such as Early Childhood Education, Information Education, Library and Information Science. Two-rounded data collection is processed by e-mail and papers. The experts have high consensus over the agenda on both literacy of preschool administration ,teaching and care, but they do not consider that the literacy of teaching facilities and campus，s public safety is necessary . The result in this study will be contributed to serve as guide of curriculum literacy for the public kindergarten principals.

本研究旨在探討幼稚園園長持續專業發展與園長專業能力的關係。本研究方法為文獻分析法、問卷調查法及同步訪談。問卷調查樣本以台灣地區宜蘭縣、基隆市、台北縣、台北市、桃園縣之公私立幼稚園園長為研究對象，共592人，樣本回收297份，可用296份，可用率達50％。訪談對象為3位現職之公私立幼稚園園長。研究工具包含「幼稚園園長持續專業發展調查問卷」、「幼稚園園長專業能力調查問卷」「幼稚園園長持續專業發展之研究訪談大綱」。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、多元逐步迴歸分析及內容分析等方法進行分析討論。根據研究結果及分析後歸納之研究結論如下： 一、幼稚園園長持續專業發展，以「確認及分析持續專業發展需求」向度得分最高，而「監控及評估持續專業發展後之影響」向度得分最低 二、幼稚園園長專業能力的現況得分程度佳，並以「專業責任」能力表現最佳 三、園長背景變項中，年齡、園所性質對知覺園長持續專業發展的差異達顯著水準，但最高學歷、服務年資、園所區域未達顯著差異 四、園長背景變項中，年齡、服務年資、園所性質，對知覺園長專業能力的差異達顯著水準，最高學歷、園所區域未達顯著差異 五、幼稚園園長對持續專業發展得分程度高分組者，在園長專業能力的得分顯著優於中、低分組，中分組又顯著優於低分組 六、園長持續專業發展與園長專業能力間呈顯著正相關 七、園長持續專業發展對園長專業能力具有預測作用 最後，本研究依研究結果，提出以下建議： 壹、對教育行政機關的建議 一、依班級規模建立園長專任制度，走向專責專職 二、建立園長儲訓制度與持續專業發展評估輔導機制 三、與學術機構合作，暢通持續專業發展管道 貳、對幼稚園園長的建議 一、檢視自我專業能力之優劣勢，作為進修研習之參考依據 二、組成參與園長專業社群，以增進經驗交流、互動與成長 / The main purpose of this research is to study the relationship of kindergarten directors’ continuing professional development and professional competence. The research methods used was literature analysis, questionnaires investigation, and synchronal interviews. The research instrument was distributed to 592 kindergarten directors in Yilan Country, Keelung Country, Taipei City, Taipei Country and Taoyuan Country and 296 valid samples were used in this study. The data obtained was interpreted using descriptive statistics, t-test, one-way ANOVA, Scheffé posteriori comparison, Pearson’s product-moment correlation, Multiple Regression and content analysis. The conclusions drawn from the study were as follows: 1. Kindergarten directors’ continuing professional development “identifying and analyzing the need of continuing professional development” rank first and “monitoring and evaluating effect of continuing professional development” rank last. 2. All the kindergarten directors’ professional competence received a positive outcome and “professional responsibility” ranks the highest. 3. The kindergarten directors’ background demography age and kindergarten category of public or private incurred a significant difference with all the directors’ continuing professional development. 4. The kindergarten directors’ background demography age, years of service and kindergarten category of public or private incurred a significant difference with all the directors’ continuing professional development. 5. Kindergarten directors who got high score on the continuing professional development were gotten better score in the professional competence than low and middle ones, who got middle score on the continuing professional development were gotten better score in the professional competence than low ones. 6. The kindergarten directors’ continuing professional development is positively correlated with the professional competence. 7. The kindergarten directors’ continuing professional development could positively predict. In the last, based on the research results, the researcher propose some suggestions for “Educational Administrative Agencies” and “kindergarten directors”, hoping to benefit the of the school principal preparation systems in the future.

本研究旨在瞭解臺北市公立幼稚園園長人格特質與團隊領導能力之內涵與現況，探討其兩者之間的關係，進而探討臺北市公立幼稚園園長人格特質對團隊領導能力的影響。 本研究方法主要為訪談法以及問卷調查法，問卷調查樣本以臺北市公立幼稚園園長及教師為研究對象，共500位，樣本回收290份，回收率為58%，可用樣本為287份，可用率為57.4%。研究工具為「臺北市公立幼稚園園長團隊領導能力調查問卷」，主要包括兩大部分，首先是參考Saucier(1994)所編製的「Mini-Markers」(五大人格特質精簡量表)，經翻譯與題意修正後發展成適用於國內的「臺北市公立幼稚園園長人格特質量表」，第二，則是自編之「臺北市公立幼稚園園長團隊領導能力量表」。本研究所使用的統計方法包含描述性統計分析、單因子變異數分析(One-way ANOVA)、皮爾森積差相關(Pearson’s product -moment correlation)、逐步多元迴歸分析(Stepwise Multiple Regression)等方法進行分析。根據研究結果與分析後歸納之研究結論如下： 一、臺北市公立幼稚園園長人格特質與團隊領導能力的內涵及現況 (一)臺北市公立幼稚園園長人格特質包含活潑外向、友善隨和、負責認真、情緒穩定、經驗敞開等五大向度；其整體和分向度得分均為中上，其中以「友善隨和」得分最高，「經驗敞開」得分最低。 (二)臺北市公立幼稚園園長團隊領導能力包含核心領導能力、團隊塑造能力、人際智能與問題解決能力等三大向度；其整體和分向度得分均為中上，其中以「人際智能與問題解決能力」得分最高，「團隊塑造能力」得分最低。 二、不同背景變項在臺北市公立幼稚園園長人格特質與團隊領導能力之差異情形 (一)不同背景變項在臺北市公立幼稚園園長人格特質的得分方面：研究發現在最高學歷、園長年資及園所規模有顯著差異，年齡和服務年資沒有顯著差異。 (二)不同背景變項在臺北市公立幼稚園園長團隊領導能力的得分方面：研究發現在園所規模有顯著差異，而年齡、最高學歷、服務年資、園長年資等方面無顯著差異。 三、臺北市公立幼稚園園長人格特質與團隊領導能力之相關情形 臺北市公立幼稚園園長整體人格特質與整體團隊領導能力之間呈顯著高度正相關(r=.810，p＜.01)，人格特質各分向度與團隊領導能力各分向度之間皆呈顯著正相關。 四、臺北市公立幼稚園園長人格特質對團隊領導能力之預測情形 臺北市公立幼稚園園長人格特質之經驗敞開、負責認真、友善隨和、活潑外向等聯合四個向度對整體團隊領導能力、核心領導能力、團隊塑造能力有顯著的預測力，而經驗敞開、友善隨和及負責認真等聯合三個向度對人際智能與問題解決能力有顯著的預測力，其中團隊領導能力及其分向度皆以經驗敞開最具預測力。 最後，本研究根據研究發現，提出相關建議，俾供臺北市教育行政機關、臺北市公立幼稚園園長以及後續研究參考。 / The main purpose of this study was to investigate personality traits and team leadership competencies of directors for public kindergarten in Taipei City, and to explore the relationship between personality traits and team leadership competencies, and to discuss personality traits how to influence team leadership competencies. The survey method included interview and questionnaires investigation. Participants in this study were teachers and directors for public kindergarten in Taipei City, and the number of participants were 500, and 290 samples(58%) were retrieved, and 287 valid samples(57.4%) were used in this study. The measures included Mini –Markers that made by Saucier (1994) and team leadership competencies questionnaire that made by author. Data were analyzed by description statistics, one-way ANOVA, Pearson’s product -moment correlation and Stepwise Multiple Regression. Based on the statistics analysis of the questionnaire, this study finds reaches the following results: A.In the aspect of personality traits and team leadership competencies of directors for public kindergarten in Taipei City: 1.The personality traits include five parts: (1) Extraversion, (2) Agreeableness,(3) Conscientiousness,(4) Emotional stability,(5) Openness to Experience. The perception of directors and teachers were above average agreement of the five parts. For directors, the best dimension is “Agreeableness”, and the worst dimension is “Openness to Experience”. 2.The team leadership competencies include three parts: (1) Core Leadership,(2) Team Building,(3) Interpersonal Intelligence and Problem-Solving. The perception of directors and teachers were above average agreement of the three parts. For directors, the best dimension is “Interpersonal Intelligence and Problem-Solving”, and the worst dimension is “Team Building”. B.The influences of personality traits and team leadership competencies of directors for public kindergarten in Taipei City: 1.Personality Traits: highest educational degree, years of director service, and school size have significant influences on personality traits. But director’s age and years of service do not have any significant influences. 2.Team Leadership Competencies: school size has significant influences on team leadership competencies. But director’s age, highest educational degree, years of service, and years of director service do not have any significant influences. C.In the aspect of relationship between personality traits and team leadership competencies of directors for public kindergarten in Taipei City: 1.There is a significant and positive correlation between personality traits and team leadership competencies. 2.Personality traits (Extraversion, Agreeableness, Conscientiousness, Openness to Experience) do promote team leadership competencies, especially Openness to Experience.

本研究為「幼稚園園長專業能力及其培育制度之研究」旨在探討幼稚園園長於幼稚園實務現場中所需具備之專業能力，並建構出符合幼稚園園長提升專業能力需求的培育制度。 本研究透過文獻探討，建構園長專業能力及其培育制度之訪談大綱，訪談現場公、私立等四位園長之建議，進而編制成專家調查意見問卷，並參考綜合專家的意見看法後修訂為「幼稚園園長專業能力及其培育制度之研究調查問卷」作為調查工具。再以隨機方式抽取281所公、私立幼稚園為樣本園，請園所裡的園長及其中一位老師填寫問卷，共發出562份問卷，問卷共回收278份，有效問卷為274份，可用率為49%，回收後以平均數與標準差分析、t考驗、變異數分析、積差相關、多元迴歸分析等方法對問卷調查結果進行分析。 以下茲將研究發現及結果說明如下： 壹、研究發現； 一、園長專業能力向度包含「園務發展」、「行政管理」、「教學領導」、「衛生保育」、「公共關係」、「專業責任」六向度。 二、現職園長及幼教師認同園長專業能力此六向度之向度與內容符合園長帶領園所應具備的專業能力。 三、現職園長及幼教師認同此園長培育制度符合培育園長專業能力之需求。 四、園長及教師人口變項與園所背景變項中，園所屬性、園所地區、園所規模、在園長專業能力上有顯著差異，但性別、現任職務、教學年資、園長資歷則無顯著差異。 五、園長及教師人口變項與園所背景變項中，性別、現任職務、園所屬性、園所地區、園所規模、教學年資、園長資歷在園長培育制度上均無顯著差異。 六、園長專業能力在園長培育制度上有顯著差異。 七、園長專業能力在園長培育制度上具有正相關。 八、園長專業能力對園長培育制度具有預測作用。 最後根據研究調查結論，對教育行政機關與培育機關、園長與幼教老師、後 續相關研究提出建議。 / The main purpose of this study was to investigate the professional competence and preparation of kindergarten principal. The study included document analysis, survey method with a questionnaire, survey method with an interview and survey method with several specialists .The purpose of document analysis was aimed to explore the fundamentals of professional competence and preparation of kindergarten principals, and interview 4 principals of public and private of kindergarten. The purpose of survey method with several specialists were aimed to explore the opinions of specialists. Questionnaire of survey based on opinions of kindergarten principals and teachers of public and private about the professional competence and preparation of kindergarten principals. The subjects of the questionnaire included principals and teachers of public and private of kindergarten in Taipei City, Taipei County, Keelung City, Yilan County. Data were analyzed 274 sampling subjects by description statistics, t-test, correlation and ANOVA. Based on the document analysis of the questionnaire, this study finds reaches the following results： 1. The professional competence include six parts: (1) development of kindergarten affairs, (2)administrative management,(3) instructional leadership,(4) hygiene and nursing,(5) public relations,(6) professional responsibility. 2. The sense of principals and teachers of kindergarten was highly agreement of the six professional competence of kindergarten principals . 3.The sense of principals and of kindergarten was highly agreement of the preparation of kindergarten principals . 4.The public and private of kindergarten , area of kindergarten and size of kindergarten had significant difference on kindergarten principals professional competence. But sex and job of principals and teachers , service years of teachers, service years of kindergarten principals, did’t have significant difference on kindergarten principals professional competence. 5. The sex and job of principals and teachers , public and private of kindergarten, area of kindergarten , size of kindergarten, service years of teachers, service years of kindergarten principals, did’t have significant difference on kindergarten principals preparation . 6. The sense of lower, middle and high of kindergarten principal professional competence had significant difference on kindergarten principal preparation . 7. There were positive correlation existed between kindergarten principal professional competence and kindergarten principal preparation . 8. The six parts of kindergarten principal professional competence did promote kindergarten principal reparation . Finally, based on the results, suggestions for educational administration agencies, principals and teacher of kindergarten and future study.