本研究主要探討新北市私立某幼兒園家長對托育服務品質與其續讀課後托育中心之關係研究，研究目的希望研究結果提供相關教育機構經營者參考。本研究採用問卷調查法進行研究資料蒐集，以普查方式針對研究者所經營之2所幼兒園共228名家長施測，共發出228份問卷，回收228分，回收率及有效回答率皆為100%。依問卷調查分別以「描述性統計」、「t考驗」、「單因子考驗」、「皮爾遜績差相關」、「多元逐步回歸分析」等方法進行分析與驗證，本研究結果如下：
一、托育服務品質量表之在「策略與規劃」的構面而言最高的是每學期訂有活動行事曆，最低的則是能透過網路蒐集彙整各項訊息即時分享給家長。在「教保與園家品質」的構面而言最高的是幼兒的老師是由1~2位固定的人員來負責，最低的則是提供最新的幼兒教育訊息。在「衛生保健」的構面而言最高的是能配合幼兒發展，能於日常照護中提供安全保護知能，最低則是對於意外事故傷害之幼兒能主動協助申請保險理賠之相關事宜。在「環境與設施」的構面而言最高的是教室採光及照明設備充足、空氣暢通，最低則是騎乘玩具有檢驗合格標識、重心穩固、乾淨完整、無銳利邊緣與突出物。
二、理性行為量表之在「態度」的構面而言最高的是幼兒園的服務，讓我有續讀的念頭，最低的則是家人支持我讓孩子續讀課後托育中心。在「主觀規範」的構面而言最高的是園所獲得家人的認同和信任，對我而言是重要的。最低的則是園所的地理位置適當方便家長接送。
三、續讀行為意向量表最高的是園所教學理念值得認同跟信賴，最低的則是孩子在就讀期間，我諮詢過幼兒園的課後托育中心。
四、托育服務服務品質、理性行為與續讀行為意向在基本資料之差異性分析發現：唯在就讀年數對托育服務服務品質和續讀課後育中心行為意向有顯著性差異，研究發現托育服務服務品質各構面對幼兒在其就讀年數皆有顯著性差異，就讀園所3年及以上對服務品質覺知皆高於1年以下；續讀課後育中心行為意向中幼兒在園年數3年以上對續讀托課後育中心意向高於1年以下，就讀園所2年也高於1年以下。
五、托育服務服務品質、理性行為及續讀行為意向之間具有顯著正相關。
六、服務品質（策略與規畫、教保與園家品質、衛生保健、環境設施）及理性行為（態度、主觀規範）對續讀行為意向的預測結果，幼兒園服務品質之分量表及理性行為之分量表對續讀行為意向呈現最有預測力是態度，其預測力在61.5%。
This study adopts census survey to investigate the association between Quality of Childcare Service and Retention to Study After-School Care. The total subjects are 228 parents with 100% return rate and valid rate form one childcare center in New Taipei City. This study use descriptive statistics, student t test, one –way analysis of variance, Pearson correlation and stepwise multiple regression to test assumptions. The findings are followed:
1.Among the subscales of Quality of Childcare Service, “There is regular activity schedule in the semester” is the highest and “ There is any information shared to parents through internet” is the lowest in the subscale of “Strategy and Planning”; “There are one or two fixed teachers in the child care center to take charge of caregiving” activity schedule in the semester” is the highest and “ There is not any new information of child care provided to parents” is the lowest in the subscale of “Child Care and Parent-teacher Relationship”; “Based on child development, child care center provides safety and protection service ” is the highest and “ There is no extra actively related insurance provided when accidents happen” is the lowest in the subscale of “Hygiene and Health Care”; “There are enough and cozy illumination facilities in the class” is the highest and “ There are some unsafe toys or facilities in the class” is the lowest in the subscale of “Environment and Facility”.
2. Among the subscales of Rational Behavior Scale, “Child care service makes me decide to retention to study” is the highest and “There is no family support to make me decide to retention to study” is the lowest in the subscale of “Attitude”; “Child care provide services trusted and identified by the family” is the highest and “There is not accessible for me in the geological position and not available to take or pick up children” is the lowest in the subscale of “Subjective Norm”.
3. Among the subscales of Retention to Study Scale, “Child care service provides good value and beliefs for the children” is the highest and “There is no consultation provided in child care centers to make me decide to retention to study after-school care” is the lowest.
4. There existed only years to stay in the child care center differences in the Quality of Childcare Service and Retention to Study After-School Care, which indicated the more years children stay in the child care center, the more their parents have retention to study after-school care.
5. There are positively middle-high correlation among Quality of Childcare Service, Rational Behavior and Retention to Study After-School Care.
6. The best predictor subscale is “attitude” of Rational Behavior to s Retention to Study After-School Care as explained 61.5% variance.
