國內過去有關幼稚園教師合班關係之研究，多以個案的方式進行，缺乏大量樣本的研究。因此，本研究以量化的方式，首先調查幼稚園教師合班關係之實際與理想情形；繼而探討不同背景變項幼稚園教師與合班滿意度、教學效能感、工作滿足之關係；最後探討幼稚園教師合班滿意度與教學效能感、工作滿足之關係。 　　本研究發現：（一）公私立幼稚園的教師合班類型並不相同，公幼以輪流教學為主，私幼以主助教搭配合作為主；但多數公私立幼稚園教師認為，團隊式教學才是理想的合作教學類型。（二）整體幼稚園教師的合班滿意度在六點量表中，為4.74，接近「滿意」程度。（三）公私立幼稚園教師的合班滿意度無顯著差異，但有區域性差異，台北縣市的教師合班滿意度，優於台中縣市與高雄縣市。（四）教師的教學效能感與園所規模、教學年資都有關；一班規模的教師教學效能感顯著較低，年資3年以下的教師教學效能感也較低。（五）合班滿意度與教學效能感呈顯著中度正相關（相關係數 .415, p<.01）。（六）合班滿意度與工作滿足也呈現顯中度著正相關（相關係數 .410. p <.01）。 　　本研究並根據研究結果提出建議，以提供幼稚園教師、幼稚園經營管理者、政府機關以及未來研究者之參考。 / In the past, the studies for two kindergarten teachers cooperation in one classroom in Taiwan were used to conduct in case study and still insufficient for large and quantitative sample study.Therefore, using quantitative way, this study firstly investigated the practical and ideal situations for two kindergarten teachers cooperation in one classroom.Then, after discussing the relation among kindergarten teachers‘s different background, cooperative satisfaction, teaching efficacy, and job satisfaction, this study discussesd the relation among kindergarten teachers cooperative satisfaction , teaching efficacy, and job satisfaction. 　　It finds out that： (1) The cooperative type of teachers is various between public and private kindergartens. The major teaching is a week in rotation in public kindergartens while the other teacher as assistance in private kindergartens. In addition, most teachers in both public and private kindergartens believed that the ideal type of cooperative teaching is team work. (2) In six-point scale for satisfaction of the teacher cooperation, the total point is 4.74, closed to the degree of “satisfied”. (3) Teachers‘cooperative satisfaction shows no significant difference between public and private kindergarten, but in region. It’s greater in Taiper city than in Taichung and Kaohsiung city. (4) The teaching efficacy is related to the size of the kindergarten and the teaching experiences. This study shows that the teaching efficacy is lower in schools which have only one class and teachers within three year teaching experience. (5) The cooperative satisfaction and teaching efficacy reveals mid positive correlation (r = .415, p < .01). (6) The cooperative satisfaction and job satisfaction also indicate mid positive correlation (r = .410, p < .01). 　　According to the findings, this study proposes some suggestions for kindergarten teachers, kindergarten managers , administration, and researchers in the future.