本研究根據以上結論，提出幾點建議提供教育行政機關、幼兒園主任與未來相 關研究作參考。 The purpose of this study was to investigate the relationship between kindergarten director positive leadership and school effectiveness of kindergarten in New Taipei City. The perception of the positive leadership and school effectiveness on the base of educators’ background was investigated too. The study was conducted using survey questionnaires at the year of 2014. The targets of the survey are the teachers of public kindergartens which is a sub-unit of high schools or junior high schools or elementary schools in New Taipei City. A total of 510 school teachers received the questionnaires, and 464 of them returned the questionnaires. The percentages of valid samples are 91%. The collected data were analyzed by descriptive statistics, t-test, one way ANOVA, Person product-moment Correlation, and multiple-step wise regression analysis. According to the findings of the study, conclusions are synthesized as follow: 1. Public kindergarten’s teachers perceived a high level of satisfaction of the positive leadership of kindergarten director in New Taipei City. 2. Base on the educators’ background, there were significant differences in perceiving the positive leadership of kindergarten director in terms of educators’ service years and school location area and school scale. 3. Public kindergarten’s teachers perceived a high level of satisfaction of the school effectiveness in New Taipei City. 4. Base on the educators’ background, there were significant differences in perceiving the school effectiveness in terms of educators’ service years and school scale. 5. The positive leadership of public kindergarten director was highly correlated with school effectiveness. 6. The positive leadership of public kindergarten director has good predictive power on school effectiveness. Finally, Suggestions based on the above research findings were presented for educational administration authorities, school administration mangers, and the further advanced studies.