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.