本研究是以某連鎖加盟園所之幼教師（包含教師、教保員）為其研究對象，並以問卷調查法，探討幼兒園學校效能與教師效能相關之研究。根據研究目的及文獻探討，提出本研究之研究架構與相關分析。
研究工具為研究者自編之學校效能之學校支持量表、學校環境量表及教師效能之教師教學情境量表。量化資料分別以「描述性統計」、「t考驗」、「單因子變異數分析」、「Pearson積差相關」、「典型相關分析」、「逐步多元迴歸分析」等方法進行統計分析，主要發現為以下結論。
壹、幼兒園學校效能與教師效能之現況屬於中上程度。
貳、幼教師在教師效能表現以「專業知能」表現最高。
參、幼教師在「教師效能」知覺上有顯著差異。其中以「婚姻狀況」、「有無子女」、「宗教信仰」、「最高學歷」、「擔任職務」、「證照」、「進修情形」、「學校地區」有顯著差異。
肆、幼教師「年齡」、「任教年資」與教師效能達顯著相關。
伍、學校效能以「工作環境支持」、「學校情境」與教師效能「任教承諾」相關性較高。
陸、學校效能與教師效能有明顯的關聯性。
柒、學校效能對教師效能具有預測力。
捌、幼教師「單身狀況」、「兩種證照皆有」對教師效能「個人特質」具有預測力。
玖、幼教師在學校效能「班級經營」分層面，以「問題解決能力」預測力最高。
This research is based on a franchised playschool teachers as its observation samples, and using questionnaires tools to explore correlation ship between school effectiveness and teacher effectiveness. The research framework and correlation analysis which provided in this study are base on research objectives and public literature reviews,
The observation charts in this research are made by researcher herself which including school support chart, school environment chart and teaching effectiveness chart. Quantitative data were analyzed by "descriptive statistics", "t test", "single-factor analysis of variance", "Pearson correlation", "classic correlation analysis", and "multiple regression analysis"
The conclusions of the research are the following.
1. The awareness from the research groups for the study is moderate.
2. Most of preschool teachers are getting highest score in "professional
knowledge" in teacher effectiveness.
3. The significant differences in teacher effectiveness are "marital status", "having own children in the family", "religion", "highest education level ", "position in the career field", "professional license holding", "post studying plan" and " districts of the school".
4. “The age of the teacher” and "years of teaching experience, is significantly correlated in teacher effectiveness.
5. The correlation between school effectiveness and teacher effectiveness is only among in " support in working environment", "school contexts' and “ teachers' performance 'commitment”
6. School effectiveness and teacher effectiveness has obvious relevance.
7. School Effectiveness can predict the teacher effectiveness.
8. Higher predictive power generally exists when teacher who is single and holding both of the licenses.
9. Higher predictive power can be found in “problem solving knowledge” in school effectiveness.
